Gaps and Gains: A Needs and Resource Assessment of Early Childhood Educators in Public Schools
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| Title: | Gaps and Gains: A Needs and Resource Assessment of Early Childhood Educators in Public Schools |
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| Language: | English |
| Authors: | Joel I. Alvarez (ORCID |
| Source: | Educational Process: International Journal. Article e2025573 2025 19. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 |
| Descriptors: | Foreign Countries, Early Childhood Education, Early Childhood Teachers, Public School Teachers, Kindergarten, Grade 1, Self Esteem, Educational Resources, Resource Allocation, Teaching Load, Educational Needs, Faculty Development, Needs Assessment, Teaching Conditions, Teacher Attitudes |
| Geographic Terms: | Philippines |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: This study investigates the perceived competencies, resource availability, and systemic challenges faced by early childhood educators (ECEs) in Philippine public schools. The research aims to identify gaps in professional development, resource adequacy, and teaching conditions to inform policy interventions that can enhance the quality of early childhood education. Materials/methods: A mixed-methods approach was employed, combining quantitative surveys and qualitative open-ended questions across diverse regions. Data were analyzed to assess educators' confidence levels, resource accessibility, and systemic issues such as workload and funding disparities. Results: Findings reveal that educators feel highly confident in key teaching skills, particularly in mentorship and developmentally appropriate strategies, but identify needs for improved behavior management and technology training. Resources such as instructional guides and health supplies are generally available, though outdoor play equipment and manipulatives are limited. Access to learning materials and outdoor spaces is adequate but requires enhancement. Challenges include workload, resource shortages, behavioral diversity, and parental involvement. Strengths include culturally relevant visual aids and safe learning environments. Conclusion: The study concludes that while Philippine public school ECEs possess strong foundational competencies and resource bases, targeted improvements in professional development, resource allocation, and systemic support are essential. Implementing context-specific policies can foster more effective, inclusive, and engaging early childhood learning environments. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1491172 |
| Database: | ERIC |
| Abstract: | Background/purpose: This study investigates the perceived competencies, resource availability, and systemic challenges faced by early childhood educators (ECEs) in Philippine public schools. The research aims to identify gaps in professional development, resource adequacy, and teaching conditions to inform policy interventions that can enhance the quality of early childhood education. Materials/methods: A mixed-methods approach was employed, combining quantitative surveys and qualitative open-ended questions across diverse regions. Data were analyzed to assess educators' confidence levels, resource accessibility, and systemic issues such as workload and funding disparities. Results: Findings reveal that educators feel highly confident in key teaching skills, particularly in mentorship and developmentally appropriate strategies, but identify needs for improved behavior management and technology training. Resources such as instructional guides and health supplies are generally available, though outdoor play equipment and manipulatives are limited. Access to learning materials and outdoor spaces is adequate but requires enhancement. Challenges include workload, resource shortages, behavioral diversity, and parental involvement. Strengths include culturally relevant visual aids and safe learning environments. Conclusion: The study concludes that while Philippine public school ECEs possess strong foundational competencies and resource bases, targeted improvements in professional development, resource allocation, and systemic support are essential. Implementing context-specific policies can foster more effective, inclusive, and engaging early childhood learning environments. |
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| ISSN: | 2147-0901 2564-8020 |
