ABSTRACT
This qualitative-phenomenological study explored the public school teachers’ experiences. Study found challenges such as large class sizes, limited resources, multiple responsibilities, & personal sacrifices, & parental engagement as essential to sustaining children’s learning. In schools, showed commitment to development, strong dedication to teaching, smaller class sizes, adequate instructional resources, adaptation to curriculum changes & technology, & stronger professional & administrative support. Groups shared passion for teaching & concern for children’s overall growth, they differed in terms of resources, workload, class size, & support systems. Public schools often balanced their responsibilities amid financial limitations, time constraints, & the need for accessible learning materials & guidance. Private schools parent expressed satisfaction with school programs, actively supported home-based learning, & identified time constraints. Overall, both groups valued involvement in children’s learning but differed in financial conditions & perceptions of the school environment.
Keywords: Teachers, Parents, Experiences, Implementation, Kindergarten Program, Private Schools, Public Schools, In-Service Training
INTRODUCTION
The early years of a child’s education are the most crucial in building the foundation for lifelong learning. Recognizing this, the Department of Education has mandated the implementation of the Kindergarten Education Act, which institutionalizes kindergarten as the compulsory and mandatory entry stage to basic education. This policy underscores the importance of preparing young learners holistically before entering Grade 1 (Department of Education 2025).
Kindergarten is more than just preparation for primary school. It is a developmental stage that allows children to explore, discover, and build essential foundational skills through structured play and interaction. Both public and private schools are tasked with implementing the kindergarten program, guided by the standards set by the Department of Education. However, differences in resources, teacher training, class size, and parental involvement often result in varied experiences in these two types of institutions, Bartolome, Mamat, and Masnan,(2020). Teachers play a central role in the successful implementation of the kindergarten curriculum. They are responsible for creating a child-friendly and inclusive environment, using developmentally appropriate practices, and assessing the learning progress of young children. On the other hand, parents serve as a child’s first teacher and continue to be critical partners in their early education journey. Their involvement in school activities, support at home, and coordination with teachers greatly influence the success of the program (Dantes and Marquez 2023).
Despite clear guidelines from the Department of Education, challenges in implementing the kindergarten program persist, especially in terms of curriculum delivery, availability of learning materials, classroom management, and parent-teacher collaboration. These challenges may differ between public and private schools due to disparities in funding, access to resources, and school-community engagement.
In examining the implementation of the kindergarten program, it is also important to consider the similarities and differences between public and private schools. Both types of institutions follow the national kindergarten curriculum prescribed by the Department of Education and aim to promote the holistic development of young learners across cognitive, social, emotional, and physical domains.
Teachers in both settings are expected to use developmentally appropriate practices and ensure a safe, nurturing, and child-centered learning environment. However, studies indicate notable differences in how these goals are realized. Public schools often face challenges related to large class sizes, limited instructional materials, and constrained funding, which may affect individualized instruction and classroom management. In contrast, private schools generally have smaller class sizes, better access to learning resources, and more flexible curricular enhancements, allowing for enriched learning experiences. Nevertheless, private schools may also encounter issues such as high tuition costs that limit access and varying levels of teacher qualification due to less standardized hiring practices (UNESCO, 2021). These similarities and differences highlight the need to closely examine how institutional context influences the experiences of teachers and parents in the implementation of the kindergarten program.
It is therefore essential to understand the lived experiences of both teachers and parents in the implementation of the Kindergarten Program. Their insights can shed light on the effectiveness of current practices, the barriers they face, and the opportunities for improvement. By exploring and comparing these experiences in both public and private schools, this study aimed to contribute to the enhancement of kindergarten education and promote greater collaboration between educators and families in building a strong educational foundation for young learners.
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