Abstract

This study explored kindergarten teachers’ literacy instruction practices and their influence on learners’ readiness for Grade 1, focusing on instructional strategies, lived experiences and challenges, perceptions of readiness, and needed support systems. Grounded in Emergent Literacy Theory, Vygotsky’s Sociocultural Theory, and Bronfenbrenner’s Ecological Systems Theory, the research employed a qualitative design using Interpretative Phenomenological Analysis (IPA) with seven purposively selected kindergarten teachers. Data were collected through in-depth, semistructured interviews and analyzed through systematic coding and thematic development. Findings revealed that teachers adopt a balanced and integrative approach, combining phonics-based instruction with play-based and interactive activities such as sound blending, storytelling, guided writing, and the use of songs, rhymes, and games, alongside structured tools like Alpabasa. Teachers also emphasized the importance of print-rich and language-rich environments to support continuous literacy exposure. However, challenges such as diverse learner abilities, limited resources, large class sizes, and short attention spans were reported. Grade 1 readiness was perceived as multidimensional, encompassing both foundational literacy skills and behavioral competencies. Assessment practices were largely authentic and observation-based, aligning with early childhood principles. The study further highlighted the importance of professional development, instructional resources, institutional support, and parental involvement, noting disparities in home literacy environments. Based on these findings, the study proposes an Integrated Literacy Instructional Support Framework (ILISF) that underscores teacher capacity building, strategic instruction, resource provision, authentic assessment, and strengthened home–school collaboration. Overall, the study contributes to early childhood education by emphasizing the need for holistic, contextresponsive, and collaborative approaches to enhance literacy development and ensure learners’ readiness for formal schooling.