Lived-Experiences of Male Public School Kindergarten Teachers in Antipolo City

Abstract

The purpose of this phenomenological study was to examine the lived-experiences of male public school kindergarten teachers in Antipolo City. The theories guiding this study were The Experiential Model Theory (1970), Emotional Intelligences Theory (1995) the More Knowledgeable Other (MKO) and the Zone of Proximal Development (ZPD) (1978). The study followed the theory and methods of the phenomenological research model proposed by Giorgi (2009) that allowed informants to provide personal perspectives and reflections on their experiences. The following three research questions guided the study: 1) What are the lived-experiences of male public school kindergarten teacher in Antipolo City emotionally, socially and mentally 2) What are the characteristics of male public school kindergarten teachers in Antipolo City? 3) What are the duties and responsibilities of male kindergarten teachers in Antipolo City? Interviews were conducted to gather perceptive data from co-researchers were transcribed, examined, coded and broken down into themes taken from the emerging responses throughout the research process. The themes identified are based on the distinct emotional experiences of male public school kindergarten teachers in Antipolo City were emotions and feelings, separation anxiety and tantrums, toilet training and parents’ reaction. Identified theme based on the distinct social experiences was interaction with others. Identified themes based on the distinct mental experiences were teacher’s disposition and rewarding experiences. Identified themes based on the characterization of male kindergarten teachers were patience, resourceful, passionate and parent surrogate. Identified themes based on the reflection of duties and responsibilities of male kindergarten teachers were goal as motivator and kindergarten: Foundation of Learning. The findings of this study may help teachers in improving the teaching styles, strategies and knowledge of kindergarten teachers. It may also help newly hired teachers either male or female to prepare themselves in the upcoming situation that they would be encountering.