Exploring Secondary Teachers’ Unique Experiences and Challenges Handling Early Childhood Education Classes in the Private Schools: Some Stories to Tell

The increasing assignment of secondary-trained teachers to early childhood education (ECE) classrooms has become a growing practice in many private schools due to shortages of qualified early childhood educators. While this staffing strategy addresses immediate workforce demands, it also presents pedagogical and professional challenges for teachers whose academic preparation differs from the developmental requirements of young learners. This study explored the lived experiences of secondary-trained teachers assigned to early childhood classrooms in a private school in General Santos City, Philippines. Guided by a qualitative narratology research design, the study involved five purposively selected licensed secondary teachers who were teaching nursery, kindergarten, and primary-grade learners. Data were collected through semi-structured, in-depth interviews and analyzed using narrative analysis to identify recurring stories, patterns, and themes that reflected participants' professional transitions. The findings revealed that participants initially experienced difficulties in classroom management, implementing developmentally appropriate practices, learner engagement, and addressing the socio-emotional needs of young children. Despite these challenges, they demonstrated resilience, adaptability, and reflective practice, enabling them to gradually develop effective teaching strategies and reconstruct their professional identities as early childhood educators. Institutional support, collegial collaboration, mentoring, and continuous professional learning emerged as critical factors that facilitated successful adaptation. The study concludes that effective transition into early childhood education requires more than subject specialization; it demands sustained professional development, pedagogical support, and organizational commitment to teacher well-being. By providing contextual evidence from the Philippine private school setting, this study contributes to the literature on teacher transition, professional adaptation, and early childhood education and offers practical implications for teacher education institutions, school administrators, and policymakers in strengthening teacher preparation, deployment, and support systems.