Early Childhood Behavioral Challenges: Kindergarten Teachers’ Insights on Counseling Techniques

Abstract

This phenomenological study examined the lived experiences of kindergarten teachers regarding challenges, coping mechanisms, and educational insights in managing early childhood behavior. Using purposive sampling, ten kindergarten teachers from public elementary schools within Dujali District, Davao del Norte participants were selected and data were collected through in-depth interviews (IDI) and focus group discussions (FGD). Thematic analysis revealed three primary challenges faced by teachers: lack of training in child-focused counseling techniques, emotional burnout and stress, and insufficient institutional support. To cope with these challenges, teachers employed classroom management strategies, implemented proactive behavioral interventions, and demonstrated an understanding of learners’ diverse backgrounds. Furthermore, participants provided educational insights highlighting the need to improve communication systems among educators and administrators, integrate data-driven behavior monitoring tools, and adopt a multi-tiered system of support (MTSS) to address varying student needs effectively. The study underscored the critical importance of comprehensive, evidence-based professional development, institutional reinforcement, and collaborative frameworks to empower teachers and promote positive behavioral outcomes in early childhood settings.