Abstract
Daycare teachers serve as both caregivers and educators during a critical stage of child development, yet they often face burnout due to emotional exhaustion, workload demands, and limited support. This qualitative descriptive study explored how positive emotions influence the physical, social, and intellectual resources of daycare teachers based on their lived experiences. Narratives were collected from eleven daycare teachers through semi-structured interviews. Each research objective was examined using five open-ended, guided interview questions to gain deeper insights into daycare teachers ‘perspectives. The findings revealed eleven emerging themes demonstrating how positive emotions support teachers’ well-being and enrich their professional practices. Under Positive Emotions, themes included Renewed Energy, Supportive Relationships, and Adaptive Teaching. In the Physical resource, Management of Physical Demands, and Self-care Practices were prominent. The Social resource highlighted Collaboration with Peers, Meaningful Communication with Parents, and Positive Relationships with Students. The Intellectual resource encompassed Reflective Practice, Ongoing Professional Growth, and Intellectual Engagement. These findings illustrate the interconnected ways positive emotions support teachers’ physical energy, social connections, and intellectual growth. However, the study has limitations, including a small, region-specific sample from daycare centers in Mindanao, which limits transferability. The dependence on self-reported data introduces potential bias, and focusing only on positive emotions may overlook interactions with negative emotions. The researcher’s role as the primary instrument introduces subjectivity despite efforts to maintain reflexivity. Future studies could expand sample diversity, use mixed methods, and adopt longitudinal designs to deepen the understanding of daycare teachers’ emotional experiences.
