The purpose of this phenomenological study was to explore the experiences of kindergarten teachers in teaching alphabet knowledge to  the learners in District 1, Division of Panabo City. It further investigated their insights that were drawn from the findings of this study. I  employed the qualitative – phenomenological study of which primary instrument of data gathering was through in- depth interview. Major  findings revealed that when participants were asked about their experiences as kindergarten teachers in teaching the alphabet knowledge,  and after a careful analysis of their responses, the following themes were noted: Development of Reading Skills, Promotion of Writing  Skills, and Introduction to Letter Sounds. Furthermore, after a thorough analysis, when the participants were asked on their insights from  the experiences that can be shared to others in terms of their experiences in teaching the alphabet knowledge, they mentioned various  themes. After a thorough analysis of the transcription, the following themes emerged: Intensifying Literacy Skills Development, Selecting  Appropriate Teaching Pedagogy, and Improving Learners Academic Outcomes. The findings imply that accurate assessments of student  progress are crucial because they enable teachers to detect particular gaps in students reading knowledge and integrate this information  into their lessons. To better understand how preschool teachers, make such judgements, it was necessary to evaluate what they knew about  their children unique literacy development and to identify the types of information they utilize to guide their thinking. Further, it is also  implied that alphabetical awareness was demonstrated in the writing skills of children to have an observable increase.

alphabet knowledge

kindergarten pupils

phenomenology

Panabo City

Philippines