LIVED EXPERIENCES OF KINDERGARTEN TEACHERS IN CLASSROOM MANAGEMENT

Abstract

This qualitative phenomenological study explored the lived experiences of kindergarten teachers in classroom management, with particular attention to how they organized classroom behavior, addressed challenges, and employed strategies to sustain learner engagement and positive interaction. Guided by a phenomenological framework, the study sought to capture the meanings teachers attached to their daily classroom management practices within public kindergarten settings. Data were collected through in-depth interviews and focus group discussions with selected kindergarten teachers and were analyzed using Colaizzi’s method of thematic analysis to identify significant statements, formulated meanings, and emergent themes. The findings revealed that classroom management was experienced as a dynamic and emotionally grounded practice rather than a purely technical task. Teachers described managing classrooms as a balance between structure and nurturance, shaped by their teaching styles, emotional labor, and professional identities. Major challenges included managing behavioral diversity among learners, institutional and environmental constraints such as large class sizes and limited resources, and emotional strain associated with sustained classroom demands. To address these challenges, teachers employed play-based and positive strategies, inclusive and interactive practices, reflective coping mechanisms, and support systems involving colleagues and families. Overall, the study highlighted that effective classroom management in kindergarten relied on developmentally appropriate, inclusive, and relationship-centered approaches supported by teacher well-being and institutional support. The study contributed to a deeper understanding of classroom management in early childhood education and provided implications for teacher education, school leadership, and future research aimed at strengthening supportive and inclusive learning environments.