Aspiring to Inspire: Unveiling Experiences of Early Childhood Teachers

This study explored their lived experiences, coping strategies, and the insights derived from these experiences to inform future educational practices and policies. The study employed a qualitative phenomenological research design to capture the depth of participants' experiences. Data were collected through in-depth interviews (IDI) with seven educators and focus group discussions (FGD) with three participants. Thematic analysis was used to identify recurring patterns and develop key themes. Findings revealed significant challenges faced by educators, such as working with scarce materials, managing overwhelming workloads, and addressing the emotional toll of the profession. Coping strategies included adapting through resourcefulness, implementing time management strategies, seeking professional development and collaboration, practicing self-care and peer support, engaging in reflective practice, and joining professional networks and association. Insights emphasized educators’ resilience and the need for systemic changes to enhance their roles and improve educational outcomes. The study highlights the importance of addressing systemic issues in early childhood education by providing adequate resources, professional development, and institutional support. It also underscores the role of collective advocacy in empowering educators and promoting quality education. Future directions include targeted training for teachers, policy reforms for better resource allocation, and further research on teacher well-being and instructional practices.