Bibliographic Details
| Title: |
Self-assessment in early childhood pedagogy: A mixed methods study of practices in Indonesia's ECE sector. |
| Authors: |
Oktaria, Renti1 renti.oktaria@mhs.unj.ac.id, Hapidin1 hapidin@unj.ac.id, Sumantri, M. Syarif1 syarifsumantri@unj.ac.id, Rahmawati, Yuli1 yrahmawati@unj.ac.id, Supena, Asep1 asupena@unj.ac.id |
| Source: |
Issues in Educational Research. 2026, Vol. 36 Issue 1, p267-298. 32p. |
| Subject Terms: |
*Self-evaluation, *Educational evaluation, *Early childhood education, *Early childhood teachers, *Lesson planning, *Assessment literacy, *Mixed methods research, *Teacher competencies |
| Geographic Terms: |
Indonesia |
| Abstract: |
This mixed-methods study explored how self-assessment reveals early childhood teachers' strengths and weaknesses across the pedagogical stages of planning, implementation, and evaluation. Quantitative data were collected from 152 purposively selected teachers in Central Lampung, Indonesia (June to December 2024) using a fourpoint Likert-scale questionnaire administered via Google Forms and analysed descriptively (frequencies and means). Qualitative data were generated through semistructured interviews with nine interviewees (two supervisors, three principals, and four teachers) and analysed using Braun and Clarke's thematic analysis, with triangulation across survey results, interviews, and relevant policy documents. Survey findings indicated stronger perceived competence in planning (M = 2.48; 49% "understand") and implementation (M = 2.67; 52%), but weaker competence in evaluation (M = 2.34; 56% "not understood/very unclear"). Interview data endorsed these patterns, underscoring structured lesson planning and adaptive media use as strengths, while limited autonomy, inconsistent pedagogical enactment, and low assessment literacy emerged as persistent barriers. Overall, self-assessment supported reflective diagnosis; however, sustained and targeted mentoring is needed, prioritising assessment and instructional follow-up, technology integration, and holistic play-based practice. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
