Asian Research Journal of Arts & Social Sciences

As early childhood educators, we often teach with limited learning materials. Limited access to quality early education and health services leads to high stunting rates among Filipino children. This qualitative study adopted a phenomenological design to examine how early childhood teachers in low-resource settings provided meaningful learning experiences despite limited materials and support. Six early childhood educators from public schools in Tagum City were purposively selected based on their experience teaching in under-resourced environments. Data were collected using in-depth interviews, and the collected data were analyzed thematically. Four key themes emerged: First, teachers navigated persistent resource constraints, including shortages of materials and emotional challenges. Second, they engaged in reflective practice to assess and improve their teaching strategies. Third, they demonstrated creativity and adaptability by developing context-specific approaches using available resources. Finally, they implemented and continuously refined these innovations in their classrooms. The findings revealed a dynamic cycle of experience, reflection, adaptation, and action, highlighting the resilience and ingenuity of educators working under challenging conditions. This study contributes to a deeper understanding of teacher agency in low-resource contexts and offers insights for educational policy and support mechanisms.