Innovative Instructional Strategies in Early Childhood Education: Standpoint of Kindergarten Teachers

This study explored the experiences, coping mechanisms, and educational insights of kindergarten teachers implementing innovative instructional strategies. Recognizing the vital role of innovation in early childhood education, the study aimed to understand the challenges teachers face and how they navigate these challenges in the classroom. Using a qualitative research design, in-depth interviews were conducted with ten kindergarten teachers from the Laak North District in Davao de Oro. The collected data were analyzed through thematic analysis, revealing recurring patterns and emerging themes. The findings highlighted three significant experiences: constraints related to resources and technology, pressures of time and workload, and the use of creative pedagogy. To cope with these challenges, teachers employed strategies such as professional development, collaboration and peer support, and personal resilience. Additionally, they provided insights into educational management, emphasizing the need for teacher support and the importance of learner-centered innovation. Based on the results, it is recommended that educational leaders and institutions offer sustained and meaningful support to kindergarten teachers. Strengthening institutional backing is essential to empower educators to effectively adopt and implement innovative instructional strategies in early childhood settings.