International Journal For Multidisciplinary Research

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From Policy to Practice: Kindergarten Teachers' Experiences with the Omnibus Policy on Kindergarten Education

Author(s) Clarissa Mae Jeanne Gonzalez Labalan, Danilo Estipona Despi
Country Philippines
Abstract This phenomenological study explored the implementation of DepEd Order No. 47, s. 2016, or the Omnibus Policy on Kindergarten Education, by kindergarten teachers in the Sorsogon West District. Anchored in Edmund Husserl’s (2012) philosophical framework, it employed total population sampling, involving 29 kindergarten teachers in the district. Data were collected through semi-structured interviews to capture the teachers’ lived experiences in translating the policy into classroom practice. Informed consent and confidentiality were strictly observed. Thematic analysis revealed that all kindergarten teachers were female and primarily mid-career professionals committed to continuous learning through seminars and graduate studies. Teachers demonstrated strong understanding and practical application of the Omnibus Policy, effectively integrating play-based, inclusive, and developmentally appropriate approaches. However, policy implementation was challenged by large class sizes, inadequate learning spaces, and limited instructional materials, which hindered individualized instruction. Enabling factors such as supportive school leadership, collaborative practices, and adaptive resource utilization enhanced teaching effectiveness and literacy instruction. While kindergarten teachers were competent and policy-responsive, systemic barriers constrained optimal implementation. It recommended providing differentiated support for novice teachers, improving access to professional development, and ensuring sufficient resources and manageable class sizes. Furthermore, it called for sustained collaboration among kindergarten teachers, administrators, and parents to strengthen policy enactment and improve learning outcomes. Future research is recommended on class size, parental engagement, culturally responsive teaching, and technology integration in kindergarten reading instruction. Future research may explore how class size, parental involvement, teaching approaches, and use of technology affect the development of early reading skills among young learners.
Keywords Classroom-Based Teachers' Experiences, Omnibus Policy on Kindergarten Education, Kindergarten Teachers
Published In Volume 8, Issue 1, January-February 2026
Published On 2026-02-04
DOI https://doi.org/10.36948/ijfmr.2026.v08i01.68075
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