Paper Contents
Abstract
Abstract This phenomenological study explored the experiences of kindergarten teachers in promoting interpersonal relationships at Caraga North District, Division of Davao Oriental. This also investigated their coping mechanisms from the challenges they encountered, and their insights drawn from the findings of this study. Qualitative phenomenological study was employed in exploring the views of the ten (10) elementary teachers of which primary instrument of data gathering was through in- depth interview. Major results revealed that in navigating this critical role, three major themes emerged on their experiences namely building positive relationships, enhanced parental engagement and partnership, and collaboration and communication with stakeholders. In addition, as educators strive to cultivate positive relationships and a supportive leaming environment, they grapple with diverse student needs, resource limitations, and the intricate task of managing behaviors-all of which shape the major themes encapsulating the challenges faced in fostering robust interpersonal connections within the kindergarten setting. Finally, the insights drawn from the experiences of teachers regarding interpersonal support offer valuable lessons that can significantly impact the educational landscape were belonging support, appraisal support, and interpersonal relations of teachers. The research implications regarding the promotion of interpersonal support among teachers carry significant weight in shaping the future landscape of education. Delving into the dynamics of teacher support has far-reaching consequences for the development of effective policies, interventions, and professional practices within the educational realm. By uncovering the nuanced aspects of interpersonal relationships, the research offers insights that can inform the design of targeted programs aimed at enhancing collaboration and well-being among educators. Keywords: interpersonal support, kindergarten teachers
Copyright
Copyright © 2024 Marnie Q. Macalinao. This is an open access article distributed under the Creative Commons Attribution License.
