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Self-assessment in early childhood pedagogy: A mixed methods study of practices in Indonesia's ECE sector.

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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]
Copyright of Issues in Educational Research is the property of Australia's Institutes for Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Self-assessment in early childhood pedagogy: A mixed methods study of practices in Indonesia's ECE sector.
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  Data: <searchLink fieldCode="JN" term="%22Issues+in+Educational+Research%22">Issues in Educational Research</searchLink>. 2026, Vol. 36 Issue 1, p267-298. 32p.
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 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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  Data: <i>Copyright of Issues in Educational Research is the property of Australia's Institutes for Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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        StartPage: 267
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      – SubjectFull: Self-evaluation
        Type: general
      – SubjectFull: Educational evaluation
        Type: general
      – SubjectFull: Early childhood education
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      – SubjectFull: Early childhood teachers
        Type: general
      – SubjectFull: Lesson planning
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      – SubjectFull: Assessment literacy
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      – SubjectFull: Mixed methods research
        Type: general
      – SubjectFull: Teacher competencies
        Type: general
      – SubjectFull: Indonesia
        Type: general
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      – TitleFull: Self-assessment in early childhood pedagogy: A mixed methods study of practices in Indonesia's ECE sector.
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            NameFull: Oktaria, Renti
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            NameFull: Sumantri, M. Syarif
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              Text: 2026
              Type: published
              Y: 2026
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