Exploring the Experience Among Kindergarten Teachers in Selected Private Preschools in Baguio City

Kindergarten education in the Philippines provides a vital foundation for lifelong learning and holistic child development. However, private preschool teachers often encounter unique and understudied challenges in implementing the Philippine Early Childhood Development Checklist (PECD). These challenges include large class sizes, diverse learner needs, increasing administrative responsibilities, and growing parental expectations. While existing studies have largely focused on public school settings, limited research has examined the experiences of teachers in private preschools, particularly in urban areas such as Baguio City. Understanding these experiences is essential in strengthening early childhood education and ensuring that developmental assessment practices effectively support young learners. This qualitative descriptive study explored the lived experiences of ten kindergarten teachers from selected private preschools in Baguio City. The study addressed three research questions focusing on the challenges teachers encounter in implementing the Philippine Early Childhood Development Checklist, the perceived effects of these challenges on children’s developmental competencies, and the coping strategies teachers employ in their daily practice. Data were collected through semi-structured written interviews that allowed participants to share descriptions of their experiences and perspectives. The responses were then analyzed using the thematic analysis framework of Braun and Clarke to identify recurring patterns and themes. Four major themes emerged from the analysis. Teachers reported several challenges in implementing the checklist, including limited time, large class sizes, and difficulty assessing socio-emotional development. Participants also described heavy workloads and institutional pressures that affected teaching effectiveness. Teachers observed delays in children’s motor, self-help, and socio-emotional skills when adequate support was lacking. Despite these challenges, teachers demonstrated resilience through differentiated instruction, peer collaboration, and advocacy for stronger institutional support and professional development.