Challenges and strategies in curriculum implementation among kindergarten teachers
DOI:
https://doi.org/10.64171/JAES.5.4.74-79Keywords:
Curriculum implementation, Kindergarten education, Teacher challenges, Differentiated instruction, Contextualized learning, Digos CityAbstract
This study examined the challenges, strategies, and insights of kindergarten teachers in implementing the curriculum in Digos City. Using a qualitative descriptive approach, four kindergarten teachers were interviewed to explore their lived experiences in addressing curriculum-related issues. The results revealed five key themes: (1) Resource Constraints, (2) Learner Readiness and Diversity, (3) Time and Workload Pressures, (4) Behavioral Challenges, and (5) Collaborative and Supportive Practices.
Findings showed that teachers often struggle with a lack of adequate learning materials essential for play-based instruction. They compensate by creating improvised teaching aids from recycled materials. Learner diversity also emerged as a significant issue, as children enter kindergarten with varying levels of readiness. Teachers address this through differentiated instruction and flexible grouping. Time constraints and heavy workloads further limit teachers’ ability to thoroughly address all competencies; thus, lesson integration across subjects becomes a coping strategy. Moreover, teachers face behavioral challenges among young learners adjusting to school routines, which they manage using positive reinforcement and structured classroom rules.
The study also found that external factors such as administrative support, parental involvement, and professional development significantly influence curriculum implementation. Teachers emphasized the importance of localized and contextualized learning materials that reflect students’ real-life experiences, making the curriculum more relevant and engaging.
Overall, the findings highlight that effective curriculum implementation requires both teacher innovation and strong institutional support. While teachers display creativity and adaptability in overcoming barriers, long-term improvement depends on systemic interventions such as adequate resource allocation, reduced curriculum overload, continuous teacher training, and enhanced collaboration among stakeholders.
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