Saudi Kindergarten Teachers’ Distance Teaching Journey during the Pandemic (Phenomenological Research)
Najla E. A. Albaiz, PhD

Abstract
The unanticipated transition to distance teaching due to the unplanned change during the pandemic affected all parties in education. The current research used the phenomenological method to explore 12 Saudi public kindergarten teachers’ experiences. The data were collected through interviews to discover teachers’ feelings, implementation difficulties, and ways they overcame challenges during distance teaching. The interviews were analyzed using Colaizzi’s (1978) method and revealed that the teachers experienced different feelings during the various phases of distance teaching. Findings showed that the teachers experienced negative feelings at the beginning; however, by the end, their feelings have been changed and became more positive and optimistic. Kindergarten teachers experienced difficulties related to educational implications, such as changing educational planning, assessment tools, and family communication. The results encompass the strategies and parties involved in improving the distance teaching process. Teachers are keen toward professional development and eager to enhance their teaching competencies. The findings assert that Ministry of Education support and active family involvement are essential to mitigate the effects of distance teaching.

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