A Phenomenological Inquiry into the Lived Experiences of Non- education Graduate Day Care Workers

This study aimed to explore the lived experiences of non-education graduate day care workers in the Municipality of Kapalong, focusing on their teaching practices, coping mechanisms, and professional insights in the absence of formal education training. Anchored in a qualitative phenomenological approach, the study utilized in-depth interviews with ten purposively selected participants. Thematic analysis was applied to identify recurring patterns and meanings from their narratives. Findings revealed key themes for each research question: (1) experiences included managing the short attention span of young learners, lacking formal training in lesson planning and pedagogy, struggling with classroom and behavior management, and emphasizing learning through play; (2) coping strategies involved adjusting teaching approaches, being creative and resourceful in behavior management, responding to individual learner needs, and encouraging parental involvement; and (3) insights shared centered on viewing teaching as a calling and commitment, the importance of training and seminars, nurturing growth beyond academics, and promoting collaboration between trained educators and day care workers. The study concludes that despite lacking formal credentials, these workers demonstrate strong dedication and adaptability. Their experiences underscore the importance of providing structured training and support systems to enhance their effectiveness and impact in early childhood education.