Teaching Practices of Early Childhood Educators

Abstract

This study investigated the teaching practices of early childhood educators in selected public elementary schools in Bacolod City, exploring the influence of demographic factors. Findings revealed a predominantly older, female, married workforce, with a significant portion possessing shorter teaching experience but higher educational attainment. Analysis indicated a strong positive correlation between continuous professional development and effective teaching practices, evidenced by high scores across classroom culture, guided learning, and socioemotional skill development. Teachers demonstrated a consistent commitment to best practices, fostering positive interactions and actively observing student learning. While demographic variables showed no significant impact on overall teaching practice effectiveness, a significant difference emerged when educators were categorized by highest educational attainment, with those holding postgraduate degrees exhibiting superior performance. This impart results are important of ongoing professional development in ensuring high-quality early childhood education, regardless of individual educator characteristics. The consistently high level of teaching practices across all variables suggests a capacity to maintain effective instruction despite diverse student needs and learning backgrounds. The implication underscores the importance of sustained professional development initiatives for enhancing the quality of early childhood education.