Teaching at the Starting Line: Exploration of Grade 1 Teachers Standpoints

Abstract

This study examined the experiences, coping mechanisms used, and educational insights learned by the teachers in teaching at the starting line. Qualitative approach to research phenomenological from the Eight (8) Grade 1 Teachers in Panabo Central District, Division of Panabo. The findings revealed that the experience in teaching at the starting line was observed as follows: bridged home and school culture, used mother-tongue-based multi-lingual education, and emphasized phonics and reading instruction.  The coping mechanisms used in addressing the challenges were utilizing classroom management strategies, seeking social support, and managing time effectively. Finally, the findings revealed that the educational insights learned from teachers' experiences were engaging in self-care practices, welcoming parental involvement and support, and cultivating a love for learning. All these themes led to the identification of effective teaching strategies at the starting line of formal education, where educators can better tailor their approaches, identify areas for growth, and suggest ways to enhance their professional development to foster a strong foundation for future learning. This study may also be published in any respectable research journal. Finally, a valuable future direction for research could focus on the role of continuous professional development for Grade 1 teachers. Understanding how ongoing training and support contribute to effective teaching practices, particularly in the foundational years, could provide valuable insights for educational policymakers and institutions.