REAL HEROES DON'T WEAR CAPES: THE LIVED

EXPERIENCE AND CHALLENGES FACED BY

PRESCHOOL TEACHERS AMIDST THE BLENDED
LEARNING

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 7
Pages: 166-173
Document ID: 2023PEMJ535
DOI: 10.5281/zenodo.7652984
Manuscript Accepted: 2023-15-2
 Psych Educ, 2023, 7: 166-173, Document ID:2023 PEM535, doi:10.5281/zenodo.7652984, ISSN 2822-4353
Research Article

Real Heroes Don't Wear Capes: The Lived Experience and Challenges Faced
by Preschool Teachers Amidst the Blended Learning
Timy Joy Juliano*, Caryl Joy Barandino, Regelyn B. Curam, Kaycee Khyle L. Pasco,
Ken Andrei D.C. Torrero, Jhoselle Tus
For affiliations and correspondence, see the last page.
Abstract
Due to the COVID-19 pandemic, preschool teachers must quickly adjust to online education. During COVID-19,
teachers have been forced to embrace technology. This study investigates the lived experiences and challenges of
preschool teachers. Employing the Interpretative Phenomenological Analysis, the findings of this study were: It was
found that managing parent expectations and dealing with challenging parent behavior were among the sources of
stress for preschool teachers. This fear of being judged or criticized by parents could influence their teaching
practices and interactions with students, leading to feelings of anxiety or insecurity. Further, preschool teachers
faced challenges in implementing blended learning, including technological issues, a lack of support and resources,
and difficulties creating engaging online content. However, as teachers gained more experience and knowledge
about effectively using online tools and technologies for instruction, these challenges became more manageable.
Also limited or unreliable internet connectivity was also a significant challenge faced by teachers and students in the
transition to online learning. The digital divide and various technical, bandwidth, and security concerns exacerbated
it. Internet connection was a major frustration for her during online classes as it affected her ability to communicate
and teach her students effectively. Moreover, preschool teachers have had to adapt to the challenges of blended
learning by implementing various strategies and making preparations to guide and support their students effectively.
These strategies have included using games and other engaging activities to keep students motivated and engaged,
developing online lesson plans, and using online teaching platforms and tools. However, the transition to blended
learning has also been a source of stress for preschool teachers. They have had to manage additional workloads and
responsibilities and deal with challenges such as supporting students with varying technology access and skills.

Keywords: challenges, blended learning, lived experiences, psychological well-being, preschool

teacher

Introduction serving as the primary instrument. Considering the

pandemic context and the manner in which activities in
kindergartens have been carried out since March 2020,
Online education has emerged as a major response to when the Ministry of Education and Research decided
the COVID-19 outbreak, necessitating rapid adaptation to suspend face-to-face courses, the education system
of preschool teachers to online education and has had to turn to new practices and methods to
acceptance of educational technology (Hong et al., continue its activity. Despite being the first to return to
2021). The transition from offline schooling to face-to-face teaching, preschool schools confronted
emergency distance teaching during COVID-19 has one of the most difficult situations during online
put teachers under unprecedented pressure to embrace teaching, owing to the very young age of the students.
technology (Ferdig et al., 2020). According to Granić Even though digital education is not a new concept,
and Marangunić (2021), preschool teachers are no integrating and utilizing technology in the educational
different. They use computer-based educational system was and continues to be a challenge, resulting
technology to communicate with young children and in transformations with numerous benefits but also
their families, share text and video resources, risks to which children are exposed by carrying out the
participate in remote training and discussions, and informative process through technology (Barnett,
manage daily work affairs, all of which they have 2021).
never done before. The COVID-19 pandemic has
posed numerous challenges to the education system, The COVID-19 pandemic has significantly impacted
including technological issues and a lack of digital the education of nearly 1.6 billion students in over 190
competence among teachers, but teachers have worked countries worldwide (UNESCO, 2020). School
to overcome these challenges by innovating and closures have impacted teachers and students
finding new ways to continue educational activities transitioning from face-to-face to online and blended
(Marin, 2022). classes. In accordance with Khanal's study (2020), he
discovered that dealing with the uncertainty and fear of
Working with preschoolers almost necessitates an the COVID-19 and the additional pressure of doing
integrated strategy, with free play or didactic play online teaching in the midst of the crisis caused

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Research Article

teachers to become frustrated and anguished. Despite a

number of challenges and crises, teachers learn to deal
with technological challenges and run the class in Participants of the Study
virtual mode. Nonetheless, they believe online delivery
is ineffective due to various constraints. This study primarily focused on the lived experience
of preschool teachers, the challenges they faced amidst
In addition, some studies say that online teaching blended learning, and their coping mechanisms in
demands higher skills to be able to achieve effective those challenges. The researchers selected fifteen (15)
teaching. Most of the teachers were not equipped with private preschool teachers as research participants.
sufficient knowledge in terms of skills, experiences,
and resources to do online teaching. Without Instrument of the Study
recognizing the teachers' readiness, the authorities
forced them to begin teaching, the preschool teachers The researchers interviewed with the aid of an
lived experiences with 'fear,' 'anxiety,' and 'pressure' as interview guide in order to gather more pertinent data.
a result of 'unpreparedness'. However, the teachers According to Tenny et al. (2022), interviews are a
used that situation as an opportunity to train in qualitative research technique that relies on
technical abilities and put those skills to use through questioning to gather data. A minimum of two people
online learning; in that case, the confidence increased participated in the interview, one of whom asked the
as they gradually learned how to use ICTs, and they questions. A simple list of the high-level topics you
became eager and excited about bringing more intend to cover in the interview and the high-level
innovation and change to their traditional teaching questions you intend to address for each topic is all
(Khannal, 2020). that an interview guide is (Bhandari, 2020). To assess
their dependability, the interview guide's questions
Furthermore, this study aims to explore the underwent content validation. Each response was
experiences and challenges preschool teachers face assessed and validated according to the research
and their coping mechanisms amidst blended learning. problem and study variables. A specialist carried out
The study aims to contribute to psychology and the validation. Before conducting the study's fifteen
education, providing valuable knowledge on the need respondents interviews, the tool underwent revisions
for the teachers' well-being and support system (i.e., and modifications after it had been validated.
training and benefits). Moreover, it will serve as a
basis for program development and evaluation for the Data Collection Process
Department of Education.
The study has been methodically investigated to
Research Questions ensure reliable data for analysis. Fifteen (15)
participants were selected according to the criteria for
The purpose of this study is to investigate the lived this study, and then each participant was interviewed
experiences and challenges of preschool teachers. The in person and their responses were recorded. Each
study sought to answer the following questions: respondent was spoken with separately to ensure their
confidentiality and to help them relax and share their
1. What are the lived experiences of preschool teachers
stories freely. Interviewees were asked a series of
amidst blended learning?
questions outlined in the interview guide to elicit their
2. What are the challenges faced by preschool teachers
perspective and shed light on the significance of their
amidst blended learning?
experiences, obstacles, and coping mechanisms.
3. What are the coping mechanisms of preschool
Interviews allowed people to express their thoughts
teachers amidst blended learning?
and feelings about a topic and demonstrate their level
of self-awareness to the outside world. The transcript
Methodology of the recorded interview was analyzed thoroughly to
identify overarching themes that emerged from the
participants' responses. Through this interview, the
This study employed Heideggerian phenomenology to researcher was able to learn about preschool
explore the participant's lived experiences. instructors' experiences with blended learning, the
challenges they've encountered, and the solutions
they've implemented. Interviews were conducted in a
secure environment to prevent confidential
information from leaking out. Respondents were given

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Research Article

both written and verbal instructions on how the texture, making composite descriptions of structure,
interview would be conducted and what to expect and combining texture and structure into an
before it began, following their written agreement. expression.
They were informed of their rights to confidentiality
and the procedure for withdrawing their participation,
as outlined in the consent form they signed, and given Results and Discussion
a preview of the interview guide and data collection
procedure. To ensure the respondents' anonymity and The following themes were detected in this study
safety, a code number was assigned to each one. based on the data collected: Specifically, (1)
Acknowledging Personal Value, (2) Struggle is Real,
Ethical Considerations
(3) Modified Teaching Lifestyle and (4) Acceptance of
Reality. Similarly, the following subthemes were
The researcher guaranteed that the participant's
found during data collection based on their views.
cooperation was entirely voluntary and that they might
withdraw from the study at any moment. Doing this Acknowledging Personal Value
ensures that participants won't be coerced into
participating in a study if it would negatively affect Personal values are guiding principles that motivate
their physical or mental health or otherwise pose a people's actions and serve as goals in their lives.
burden. As mandated by Republic Act 10173, all Teachers with high self-esteem believe that they can
personally identifiable information given by effectively support students with learning delays
participants will be treated in full confidentiality and through appropriate methods and encouragement,
used only for the purposes for which they were while teachers with low self-efficacy may attribute low
originally collected. Ensuring that the data given grades to student incompetence. Self-efficacy is also
cannot be used to identify anybody other than the related to classroom problem-solving, and recognizing
researcher. After receiving all necessary information and being aware of personal values can help preschool
about it, they have provided their consent to participate teachers create a positive learning environment for all
in the study. A consent letter outlining some of the students. These values are broad and desirable and
main points of the study and what is expected of both shape how an individual approaches life and makes
the participant and the researcher was given to each decisions (Sagiv et al., 2017).
participant. Participants who agreed to participate in
the study and understood their participation in the I give my best!
research were asked to sign a consent form that was
included with the letter. As a preschool teacher, it is natural to have concerns
about managing a classroom and meeting the needs of
Data Analysis Procedure students and parents. As participant 1 said, she feels
pressure to meet parents' expectations and is concerned
A wide number of strategies are available for the about receiving feedback or criticism from them.
collection of qualitative data. To minimize the
likelihood of spotting inconsistencies in the final “Takot akong mapahiya, masabihan ng magulang.
result, interviews ought to be recorded and transcribed. parang lahat na ginawa mo tapos meron pa silang
They analyze the data obtained from preschool masasabi.” (P1)
teachers to conclude their experiences and problems.
The transcript will be reviewed very carefully, and Managing parent expectations and dealing with
every interviewee's words will be written down exactly challenging parent behavior were among the main
as they were said. sources of stress for the teachers (Kaur & Tan, 2021).
This fear of embarrassment and being judged by
For the purpose of this study, an interpretative parents may influence the individual's teaching
phenomenological analysis (IPA) was carried out. The practices and interactions with students, and may lead
strategy of Van Kaam, which Moustakas helped to to feelings of anxiety or insecurity.
promote, inspired this approach. There are seven
n ecessary steps, and they are as fo llo ws: In addition, it may be helpful for the preschool teacher
horizontalizing, reducing experiences to constant parts, to communicate with parents and establish positive
thematic clustering in order to create core themes, and open lines of communication. This can help to
comparing various data sources in order to confirm the build trust and understanding and may reduce the
constant parts, making individual descriptions of individual's fear of being judged or criticized by

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Research Article

parents. It may also be helpful for the preschool magpepreapre ka ng lesson through powerpoint
teacher to set clear expectations and boundaries with gagawa ka lang ng isang powerpoint nag coconsume
parents and to communicate their expectations and na ng isang oras sa tagal din po naaadapt na yung
policies to them. This can help to establish a sense of challenges sa new learning so mas naging madali na
mutual respect and understanding and may help to
siya.” (P11)
reduce the individual's fear of being embarrassed or
criticized by parents.
The study of Günay and Öztürk (2021) showed that
preschool teachers faced many challenges in
I am determined to be a teacher.
implementing blended learning, including
technological issues, a lack of support and resources,
Being a determined teacher means being committed to
and difficulties in creating engaging online content. As
your students' success and being willing to do
participant 11 mentioned in the statement above,
whatever it takes to help them succeed. It also means
creating a powerpoint presentation can be time-
being persistent and resilient, even when faced with
consuming, especially if you are not familiar with the
challenges or setbacks, and never giving up on your
software or are not used to it regularly. However,
students or yourself. Just like participant 6 being a
participant 11 said that as you become more familiar
determined teacher despite the challenges she faced.
with the software and the blended learning
“Mula palang grade 1 ako gusto ko na maging teacher environment, creating PowerPoint presentations and
materials for lessons becomes more manageable and
as a kinder teacher po talaga. May pagkakataon na
quicker.
isipan ko na rin mag give up kasi hindi ko na nakikita
na masaya na ko sa ginagawa ko, hindi ko na nakikita Despite the challenges, the teachers also reported some
yung passion ko sa online class, kaya muntik na ako successes in implementing blended learning, including
mag hand-in ng resignation noon.” (P6) reaching more students and using new technologies to
enhance learning (Günay & Öztürk, 2021). Moreover,
Participant 6 said that ever since she was a child, she this suggests that as the teacher gained more
wanted to be a preschool teacher. However, she experience and knowledge about how to use online
planned to resign because of workloads and sudden tools and technologies for instruction effectively, the
educational changes that affect her mental well-being. challenges they faced became more manageable.
This supports the claims that Kaur & Tan (2021) found
that preschool teachers experienced high stress levels No Internet Connection
due to the shift to blended learning and the need to
adapt to new teaching methods. One of the most challenging parts preschool teachers
experienced in blended learning was a poor internet
Struggle is Real connection. Wherein an internet connection is
necessary to be able to teach and communicate with
According to Cambridge Dictionary (2022), struggles the students effectively.
refer to people who experience difficulty and make a
great effort to do something. Like how participant 11 “Internet connection pinaka frustrations ko during
and participant 15 experienced struggles amidst online class kasi maraming time actually na
blended learning. mawawalan ka kaya ikaw na yung mapo frustrate
dahil ikaw wala kang signal tapos yung mga
Work Overload
estudyante mo meron parang naghahanapan kaya
As a preschool teacher teaching in a blended learning nakakafrustrate talaga siya dahil yung mga estudyante
environment, it can be challenging to adapt to use mo nag aantay makapag connect ka hirap kasi
online tools and technologies for instruction. For ipaintindi na wala kang signal na mahina internet mo
someone not used to spending a lot of time on gadgets, that time naka wifi na.” (P15)
it may take some time to get comfortable with using
these tools and incorporating them into lesson Limited or unreliable internet connectivity was a
planning like participant 11 said about her experiences. significant challenge faced by teachers and students in
the transition to online learning, exacerbated by the
“Sa simula ng online talaga nakakastress kasi digital divide, which disproportionately affected
nangangapa talaga kasi hindi rin ako type na more on certain groups of people, and compounded by
gadget syemp re more on stressfu l talaga technical difficulties, bandwidth constraints, and

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Research Article

security concerns (Bax et al., 2021). Participant 15 5pm dire diretso ako gawa ng presentation para sa
said that internet connection was her frustration during mga estudyante ko sa kinder the next day para at least
online classes, which highly affects her way of prepared na.”
communicating and teaching her students effectively.
Most of our participants said that their experiences in
Modified Teaching Lifestyle the first year of teaching in blended learning were
difficult, and they found adjusting to the new setting
One of those challenges is preparing for a class
hard. They said in the interview that there are times
observation during the blended learning where
that they want to resign because of heavy workloads
everyone is adjusting to the sudden shift of teaching-
and high demands of parents, which they said that it
learning episodes due to strict compliance with the
really affects their mental health. Based on the study of
health quarantine protocols (Castillo & Eleanor, 2021).
Gaffney & Knapp (2020), preschool teachers faced
At the same time, preschool teachers experienced a lot
challenges including adapting to new teaching
of adjustments during blended learning regarding
methods and technologies, supporting students with
workloads, preparations, and learning new strategies to
varying levels of technology access and skills, and
teach their students effectively.
managing the logistics of combining in-person and
online instruction, and that they also experienced stress
Strategies for Blended Learning
and feelings of being overwhelmed due to the
One strategy that has been shown to be effective in additional workload and responsibilities associated
supporting the learning of preschool students during with blended learning.
blended learning is the use of games, just like
participant 1 said, it helps her catch the student's Acceptance of the Reality
attention.
Sharp Health News (2021) defines acceptance as fully
“In a form of games doon ko na catch-up yung acknowledging the facts of a situation and not fixating
attention nila kahit naka online class kami.” (P1) on how it shouldn't be that way. Such as how the
participants embrace the new changes of the
Most of the interviewed participants have different educational system and having their experiences in
teaching strategies on blended learning, but playing adjusting to it.
games are more dominant. Chen and Chen (2020)
found that preschool teachers utilized different types Embracing the New Modality of Learning
of games, including digital and non-digital, to keep
students engaged and motivated while also promoting The shift towards new learning modalities, such as
the development of skills such as language and online and blended learning, presents challenges and
literacy, math, and social-emotional skills. Also these opportunities for teachers and students to enhance
games fostered a sense of community and connection learning and engage in new and innovative ways of
among students and created structure and routine in the teaching and learning.
virtual learning environment.
“After ng preparation at nagamay mo na parang mas
Preparation on Blended Learning hayahay at naenjoy ko na, kasi dalawang oras lang
klase ko unlike sa face to face class before.”
According to the National Association for the
Education of Young Children, preschool teachers have Participant 1 viewed it positively, in which she
had to make several preparations to teach and support claimed that if you practiced and got used to it you
their students during blended learning effectively. This will feel better because they do not have a choice but
has included familiarizing themselves with online to do their job. Blended learning can be beneficial for
teaching platforms and tools, developing online lesson teachers and students by improving learning and
plans, establishing routines and procedures, building engagement and offering personalized and flexible
relationships with students and families, and seeking learning opportunities, however, it is necessary to
professional development opportunities. think carefully about the design and implementation of
blended learning programs in order to achieve success
“Syempre ang ginagawa ko after ng class ko laging (Estrella, Snyder, & Faherty, 2020).
gagawa na agad ng powerpoint para sa lesson, para
kahit kinabukasan prepared nako after ng class ko ng Go with the Flow

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The transition to blended learning was challenging, it transition to online learning, and was exacerbated by
required them to adapt to new teaching methods and the digital divide and various technical, bandwidth,
technologies, as well as manage the logistical and security concerns.
challenges of dividing their time between in-person
and online instruction. ● Preschool teachers have had to adapt to the
challenges of blended learning by implementing
“Sabayan nalang kasi wala naman tayong magagawa various strategies and making preparations to teach
non kung online class yon at bawal mag face to face and support their students effectively. These strategies
kasi syempre pandemic so ang pinaka focus naman have included the use of games and other engaging
natin non is health so go with the flow na lang kung activities to keep students motivated and engaged, and
the development of online lesson plans and the use of
ano ang daloy ng online class.”
online teaching platforms and tools. However, the
transition to blended learning has also been a source of
Just like how participant 15 said in the statement
stress for preschool teachers, as they have had to
above, by going with the flow and embracing the
manage additional workloads and responsibilities, and
challenges of online teaching, preschool teachers can
deal with challenges such as supporting students with
help ensure that their students continue to receive a
varying levels of technology access and skills.
high-quality education despite the difficulties posed by
the transition to blended learning. This may involve ● Accepting the reality of transitioning to blended
finding creative ways to engage students online, learning offers challenges and opportunities for
adapting their teaching methods to the virtual preschool teachers and students to improve and
environment, and seeking out resources and support to explore new innovative teaching and learning
help them succeed. Based on Dunlap and Chaudoir methods.
(2021) found that preschool teachers faced challenges
such as managing the demands of online and in-person
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