Instructional Development for Distance Education amid COVID-19 Crisis in the Philippines - Challenges and Innovations of Kindergarten Teachers

Oct 15, 2026

Uploaded by Aran

Instructional development for distance education amid the COVID-19 crisis is examined through the lived experiences of kindergarten teachers in the Philippines. A qualitative phenomenological study purposively selected 18 teachers from Region XII and collected data through online interviews. Findings identify six superordinate themes spanning planning, implementation, and evaluation phases, highlighting recurring challenges and emerging innovations. The study recommends coordinated measures across society, family, and school levels to contextualize difficulties and strengthen teacher innovations for relevant kindergarten education amid and beyond the crisis.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Highlights

What is already known about this topic

What this paper contributes

Implications for theory, practice and/or policy

Introduction

Instructional Development for Distance Education amid COVID-19 Crisis in the Philippines: Challenges and Innovations of Kindergarten Teachers Michael B. Cahapay , Janice B. Lorania , Mark Gil P. Labrador, Nathaniel F. Bangoc II Abstract: The purpose of this paper is to explore the lived experience of kindergarten teachers on instructional development for distance education amid the COVID-19 crisis. Drawing data from a qualitative phenomenological study, 18 kindergarten teachers from Region XII, Philippines were purposively selected and interviewed online. The results revealed six superordinate themes of challenges and innovations that cut across the planning, implementation, and evaluation phases of instructional development. This research stresses the need for measures at the society, family, and school levels to contextually address the challenges encountered and strengthen the innovations employed by the kindergarten teachers so that a relevant, appropriate, and responsive kindergarten education can be attained amid and beyond the current novel crisis. Keywords: kindergarten education , instructional development , distance education , COVID-19 crisis , Philippines. Highlights What is already known about this topic: • The continued kindergarten education amid the COVID-19 crisis is a global educational concern that must be discussed. • It is important to explore the lived experience of kindergarten teachers on instructional development for distance education amid the current situation. What this paper contributes: • This paper will open the doors for new knowledge in the field of kindergarten education set in the context of a crisis. • It will present insights on instructional development practices that may be useful to kindergarten teachers currently working in the field. Implications for theory, practice and/or policy: • This study underscores the need for measures to contextually address the challenges encountered and strengthen the innovations employed by kindergarten teachers. • It is suggested that concerted efforts of the community stakeholders, school administrators, and teacher educators at the society, family, and school levels should be placed. Introduction The COVID-19 crisis has ostensibly created one of the greatest disruptions of education systems inhuman history. The UNESCO (2020) initially reported that, due to the global emergency that forced schools to close down, there are nearly 1.5 billion children and 60 million teachers in almost 165 countries around the world who were affected. Feuer (2020) projected that at least 24 million children are estimated to leave school because of the current crisis. Relative to this grim expected outcome, unprecedented steps have been sought to continue education, this time, in a more secure approach. These same steps, however, have become the butt of an emotional and political issue. The crisis has indeed crystallized a tug-of-war between closing the schools or keeping them open, each has heavy consequences. One of the most vulnerable groups affected in this novel crisis is the learners in their early childhood stage. Their lives have been overturned and every key measure of their development has gone backward (Gromada et al. , 2020) . The number of children who are starved, secluded, mistreated, and worried has increased. On an important note, access to education and other essential activities and services has decreased. The impact of this phenomenon will bear the shadows of the crisis in the lives of the children for years to come and bringing light to these shadows is an imperative action that education authorities and teachers need to mull over. According to UNICEF (2020), optimal brain development requires a conducive environment, sufficient nutrition, and desirable socialization. Under the current crisis, however, these opportunities have been severed. While access to quality kindergarten education is not the singular best answer to t

FAQs

What is the main purpose of the paper?

To explore kindergarten teachers’ lived experiences related to instructional development for distance education during the COVID-19 crisis.

How was the study conducted?

Using a qualitative phenomenological approach, 18 kindergarten teachers from Region XII were purposively selected and interviewed online.

What did the results focus on?

The results revealed six superordinate themes covering challenges and innovations across planning, implementation, and evaluation stages of instructional development.

Oct 15, 2026

Uploaded by Aran