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

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.