Conclusion and Recommendation

Conducting this research has been both an intellectually and personally transformative journey. As a researcher and a BES student, I entered this study with a theoretical understanding of curriculum development and learner-centered approaches. Yet, immersing myself in the lived experiences of the ABC teachers deepened my understanding of what teaching is like in complex settings. It gave me the ability to view a certain situation in different perspectives.

Through the Lens of a Researcher

Through the lens of a researcher, educational theories have helped me appreciate the importance of structure, planning, and curriculum development, making the absence of a formal curriculum at ABC appear to be a significant challenge. However, the results have shown that the absence is not just a gap, but a situation that fostered creativity and flexibility among the teachers. Through Goode's Role Strain Theory and Lazarus & Folkman's Transactional Model of Coping, I further understood the stress, adaptation, and resilience the teachers expressed. I started to see curriculum not just as a written plan, but as something shaped each day by teachers’ choices, creativity, and effort, especially with liberty.

Evaluating ABC's program using the CIPP model has been an essential touch to analyzing the main data of the study. The latter model is the most suitable since it is a flexible model that aligns with ABC's unique setting. Moreover, evaluating its context, input, process, and product has been useful in determining the overall situation of ABC that focuses on what areas to improve, instead of labeling their program as successful or not, which aligns with my research goal of understanding the lived experiences of the ABC teachers. 

Additionally, the CIPP evaluation questions were based on the DepEd policy (2016). According to Mohsin et al. (2021), educational policy is the standard, principles, and rules that contain all the necessary aspects for quality education. Hence, using the DepEd policy as the basis ensured that the evaluation would thoroughly assess how well ABC aligns with national standards.

Through the Lens of a BES Student

Through the lens of a BES student, EDUC 103 has helped me understand ABC's situation. This course discussed how curriculum developers have their own beliefs and that they have their own vision of what curriculum is the most effective for the students (Arsad, 2016). Hence, I further understood that ABC's owner has her own philosophy of education; and her conception of curriculum is an Academic Rationalist since she uses a teacher-centered approach and a traditional evaluation method. This is proven by its CIPP evaluation, which describes that at ABC, they view teachers as the authorities and the students are followers; moreover, they use paper-based assessments such as worksheets and periodic tests. 

This shows that people develop a curriculum based on their perceptions. ABC's owner stands to her beliefs that a traditional curriculum is the best approach to her institution. This is probably because she grew up using the same approach and is used to doing the same thing for about thirty years. Additionally, they hear positive feedback on their practices, and they had mentioned that elementary schools use the same approach, which benefits the kindergarteners in practicing it. 

ABC's teachers used to suggest ways to improve their institution; however, their suggestions were questioned and dismissed by the owner. In this situation, we can say that the owner should continuously learn how to manage her institution properly, possibly identifying herself as an adult learner. According to Cross (1981), older adult learners tend to be less flexible, more resistant to feedback, and often unaware of their own mistakes. Hence, her beliefs and age could explain why ABC’s owner might not be open to learning new ways of operating a kindergarten and instead adheres strictly to her principles. 

If we look at Edgar Dale's Cone of Experience, the visual analogy shows how much we remember depending on our experience (Cloke, 2023). If ABC remains the use of pure discussion, the children would only remember a small percentage of their lessons. Moreover, ABC focuses on the passive learning experiences (i.e., reading, hearing, watching), and the most active experience they have is writing, which is not the most engaging style for children at that age. Hence, if they mainly apply play-based, game-based, hands-on, or explorative activities, the children may at least learn and remember more than half of what they experience, as these promote active and meaningful learning.

Additionally, Piaget explains that children aged 2 to 7 become more skilled at pretend play, even though they still view the world in a concrete way (Cherry, 2024). According to Piaget’s 4 Stages of Cognitive Development, kindergarteners are in the second stage, the Preoperational Stage, where they develop language and thinking through pretend play, symbolism, and representation, while still struggling with logic (Cherry, 2024). Therefore, if ABC continues to focus on passive learning experiences and disregards the importance of play-based learning, the children’s development may not be fully supported. They could face delays in acquiring critical thinking skills, creativity, and emotional expression, which are essential at this stage. Moreover, they may struggle to form meaningful connections, understand abstract concepts, and develop social skills, which are significant developmental milestones that are best nurtured through interactive and imaginative activities. 

Looking back at my previous courses, I reviewed my final exam output for EDS 101: Philosophy of Education, which I have taken during my first year in BES (refer to this exam). In that work, I wrote that my educational philosophy is constructivism because I can relate to it. I believed that constructivism helps students build new knowledge through experiences and interaction, and that using it as a teaching approach can free students from being dictated (To, 2020). Even at the start of my BES journey, constructivism was already an important theory for me since I learn best through its related teaching strategies.

Now, as I work on this final BES project, it amazes me that I still stand to this belief, not only for myself, but also for the kindergarteners. My educational philosophy is reflected to this research project as I understand how much active experiences children need to develop critical thinking and problem-solving skills. If children remain in a learning environment that limits exploration and discovery, their potential for creativity and independent thinking will be restricted. By applying constructivist principles, we give them opportunities to explore, question, and create skills that will guide their lifelong learning journey.

Through the Lens of a Parent

I tried to view the situation through the lens of a parent from this generation. I would want my children to learn in an engaging environment that encourages discovery and exploration in ways they cannot experience at home, emphasizing outdoor activities, hands-on experiences, and meaningful social interaction. I would want them to come home with fun stories about what they did at school, excited and eager to return while showing how they are never bored at school. While I recognize that learning academics is important, I also want their education to be holistic and balanced with enjoyable, child-centered methods. Nevertheless, I understand that parents have diverse perspectives on how they want their children to develop. Some may prefer a traditional curriculum, especially if that was the kind of learning they experienced themselves.

Through the Lens of a Teacher

Seeing this situation through the lens of a teacher, it is indeed difficult to go against the wishes of an owner. However, if I notice that the children are not engaged in my way of teaching, it could affect my well-being and how I view myself as an educator. If I am unheard and unappreciated in an institution, while being expected to do everything for minimum wage (e.g., opening wrappers, opening lunch boxes, washing their hands, toilet-training them, cleaning the classroom), I must prioritize my mental and physical health.

As a teacher, my passion for teaching is centered on the students, and I want them to receive the best education they deserve. That is why I feel responsible for keeping them motivated and engaged in learning. I truly admire the teachers at ABC, who still try to apply their personal strategies despite the limitations and lack of support.

Nevertheless, I understand that I do not have the right to dictate what someone else should do. Personally, this research journey has deepened my respect for teachers who work under constraints yet remain committed to their learners. It has also sharpened my sense of responsibility as a future educator. I no longer see curriculum as something simply followed and implemented; rather, it is something that must be co-constructed, responsive, and rooted in the realities of those who enact it.

Through the Lens of a Kindergarten Owner

I understand that as an owner, the institution I built is my pride; I am the authority and make the final decisions. However, it is my responsibility to provide quality education for my students and strong support for my faculty. My previous educational approach may have worked in the past, but I should reflect and recognize that its effectiveness may change over time. I should create a curriculum based on updated research that applies constructivist, explorative, experiential, and reflective learning, which emphasizes active, hands-on, and meaningful discovery since children are naturally curious and learn best through play and real-world exposure.

These are shown in Montessori, Waldorf, or Forest Schools. These early childhood education approaches have a different emphasis but still applies constructivist theories. Similarly, I want to create a kindergarten that allows children to discover and explore beyond the classroom, promoting holistic learning as they take risks and act with freedom. This learner-centered, play-based approach helps children become confident, resilient, creative, and independent. It aligns with my educational philosophy of learning through experience and reflection to develop the cognitive, affective, and psychomotor domains. Therefore, I shall apply the Humanistic conception of curriculum, as explained by Arsad (2016), to help learners reach their full potential as self-actualized individuals. 

Additionally, I shall create an open environment where stakeholders can fully express their ideas and concerns, which I shall take into consideration. Involving them in the planned and implemented curriculum fosters inclusivity, stronger faculty support, and more effective education. Lastly, the achieved curriculum should be regularly evaluated to ensure that practices remain aligned with the DepEd standards. While I respect the decisions of the current owner, a few suggestions could help raise the voices of teachers. 

This study was not just an academic requirement for me, it became a personal and reflective journey where I learned to face the real complexities of teaching and doing research. It taught me to listen with empathy, think more critically, and be more mindful in how I write and represent others. Most of all, it strengthened my belief in doing research that does not just talk about problems but gives space to the voices of those who experience them every day. 

When we discover that a kindergarten does not have a formal curriculum, the first thought would be: Why? And how do you decide on what and how to teach? Hence, I focused on the visible gap that ABC does not have a formal curriculum. One difficulty I have encountered was deciding on what topic to focus on (i.e., curriculum evaluation or teacher perspectives). Fortunately, I believe I made the right decision of focusing on the teachers' lived experiences since I acquired valuable information that shows how the teachers never wanted their current situation, and how they experienced challenges regarding it. 

The other difficulties involved was in collecting data from the students and the parents. To sum up, the time and attention span of the students were limited; and only a few parents were available during the time I collected data. The solution that worked best was to use them as supporting data to make more sense of the teachers' lived experiences. Despite the limitation, they still provided rich information for the analysis of my main topic. 

Interviewing the teachers were a little challenging as well. I only had a short time to spend at the institution and when I already have my semi-structured interview questionnaires ready, the end to their academic year was near. I did not expect the interview to last longer than 30 minutes, but all of it lasted for more than an hour. Hence, I had to interview only one participant each day due to limited time. Moreover, the end was near but problems arose (i.e., health problems) and I miss chances of interviewing some participants (see Journals 10-12). Nevertheless, it was still successful; and I am glad by how it turned out because they were able to provide significant information and that they shared a lot about their lived experiences.

I have learned a lot from this project. Firstly, I have discovered how schools operate before, during, and after classes. Furthermore, I have learned how much work teachers do in addition to maintaining their patience, flexibility, and dedication into helping their students learn. Especially that I have been involved in their tasks, I first-hand experienced how much effort it takes to accomplish their responsibilities on their own. The least they could have is enough compensation or salary for everything they do. As someone who does not have any experience in teaching, I further appreciate the educators, especially by how they also care, plan, and solve problems all at once.

It gave me the idea of how challenging it is to function at a school without a formal or updated curriculum, and how much creativity and resourcefulness it takes to keep the students engaged. Additionally, this study, using the IPA method, taught me to listen carefully and interpret with care, because each word carries unique emotion, belief, and experience, which helps release the voices of the participants. I have further developed a stronger sense of empathy for the educators' challenges, especially by how they were dismissed and not supported enough at school. Despite the limitations, the teachers still try their best to deliver education and contribute to the children's development. I have learned that education in practice can be imperfect, but also full of heart. It gave me the idea to highlight the voices of those who directly interacts with the students, the teachers. Doing this research reminded me that behind every transcript is a human story, making researchers have a significant role of sharing their stories to be heard and valued in the industry. 

In my BES journey, I have learned that being an educator is not just about delivering lessons, but about understanding learning theories, child development, curriculum foundations, and reflective practice. The stories of the ABC teachers revealed the essence of what it means to teach in such a setting. It does not matter whether we become curriculum developers, instructional designers, or classroom teachers; in BES, we are trained in the foundational knowledge that prepares us to be thoughtful, flexible, and knowledgeable educators. This research project helped me realize that the core of teaching lies not in simply having a curriculum, but in having the professional grounding and heart to make learning meaningful, even in the absence of a structure. 

To sum up, I was able to accomplish my research project objectives (refer to these objectives) and critically reflect on my project experiences. I believe the results of this study can help the institution improve their instruction and provide better institutional support for the teachers. I believe this research and analytical skills are useful in our future jobs as educators. We will be able to critically determine how the students should learn depending on their preference and current knowledge. 

The study provides these recommendations:

ABC should create or adopt a formal curriculum aligned with the approaches, strategies, and competencies proposed by the DepEd for an evidence-based curriculum, ensuring developmentally appropriate practices, consistency, and clear learning outcome expectations. This is in line with Dewey’s view of curriculum as a planned experience (1902 as cited in Aslan & Yaşar, 2021, p.239) and McCutcheon’s Curriculum Theory (1982 as cited in Aslan & Yaşar, 2021, p.240), which both highlight the importance of structured and intentional curriculum planning. By following frameworks such as the DepEd Omnibus Policy (2016), ABC can make student learning more effective while easing teacher’s roles in lesson planning and implementation.

The ABC owner should also schedule open forums within their faculty and the whole community to hear and consider the voices of their teachers and suggestions of the other stakeholders (i.e., parents and students). This is because each stakeholder has a unique perspective that could potentially make the institution a better community.  Open communication among stakeholders can also reduce tensions and role conflicts, which Goode’s (1960, as cited in Nickerson, 2023) Role Strain Theory explains as arising when expectations are unclear and undervalued. Through inclusivity, ABC can build a stronger and more supportive school community.

The ABC teachers are encouraged to continue practicing constructive coping strategies, rather than avoiding their challenges to promote confrontation, solving problems directly, and maintaining motivation and well-being. This idea is guided by Lazarus and Folkman’s (1984, as cited in Chowdhury, 2019) Transactional Model of Stress and Coping, which shows that problem-focused coping leads to healthier outcomes. Additionally, using such strategies can lessen the strain of multiple role demands, while also creating a more positive and engaging environment for both teachers and students.

The teachers can also make use of the guide created by the researcher, which includes suggestions to support their well-being, enhance their teaching journey, and keep their classrooms engaging. This connects to constructivist learning theory (Kurt, 2021), since the guide is designed to be flexible and adaptable to teachers’ unique contexts, encouraging reflection and continuous growth rather than prescribing fixed answers. This guide still refers to the pseudonym, ABC. Refer to this guide (in Canva.com or in Appendix N).

Lastly, future researchers should explore more of the perspectives of parents and students to provide a richer understanding of the effects of having no formal curriculum. They may also compare the performance of graduates from schools using outdated curricula with those from schools following updated frameworks. These directions are consistent with the IPA approach, which values multiple lived experiences, and with curriculum theory, which emphasizes curriculum quality and effectiveness in shaping learners’ outcomes. Nevertheless, future researchers can use this study as a reference for their study with similar objectives and concepts.