The Teacher’s Perspective on the Challenges of Implementing Quality Early Childhood Education in Their Classroom in The Batticaloa District, Sri Lanka

Early childhood education plays an important impact in a child’s future achievement and well-being at the age of three to five years. Therefore, preschool teachers have a crucial responsibility in establishing and maintaining the standards of quality early childhood education in their organizations. They have multiple roles, including being facilitators of learning, observers and assessors of children’s development, and advocates for ensuring children’s learning and well-being throughout the day. This research aims to explore the challenges encountered by preschool teachers in executing classroom activities in the Batticaloa district of Sri Lanka. The research will use a mixed-method approach, collecting both quantitative and qualitative data through a survey conducted with 22 preschool teachers. The research was conducted in the Eastern province of Sri Lanka, and the survey participants were selected from a random sample of teachers working in preschools located in Manmunai Southwest Education / D. S Division, Batticaloa district. In this research, several challenges have been identified in executing their classroom activities including inadequate technological aids, no standard curriculum, a lack of training programs and children-related challenges. Regarding these challenges, the study revealed that the government and administrators provided some support to preschool teachers. However, due to insufficient support for all preschool teachers, they continue to face challenges in executing their classroom activities. Thus, this research recommended that technological aids, be provided, designing a standard curriculum, and a National Preschool Teachers’ Training program for all preschools. This will support teachers to ensure quality teaching and children can receive quality early childhood education in the Batticaloa District of Sri Lanka.