The Readiness of Practice Teachers in Early Childhood Education Professional Competence at Cebu Technological University-Main Campus

Abstract

This study examined how prepared practice teachers in Bachelor of Early Childhood Education program felt regarding their professional competence and whether this preparedness differed by respondents’ demographic factors or program affiliation. The research took place at the College of Education, Cebu Technological University–Main Campus a premier public institution in Cebu, using a descriptive-correlational design. The respondents were consisted of sixty-two (62) fourth-year students whom becoming a practice teacher were selected using convenience sampling. The main instrument was a self-assessment questionnaire adapted and anchored on established ECE professional standards, which measured readiness in planning the learning process, implementing the learning process, and evaluating the learning process and student learning and growth. The data were analyzed using frequency, weighted mean, Pearson Product-Moment Correlation Coefficient, simple percentage, standard deviation, and the t-test for independent samples. The results showed that ECE practice teachers rated themselves as Proficient in all areas of competence. Statistical analysis also found that their readiness was consistent, and that demographic factors and program affiliation did not have a significant effect on their professional skills. The Bachelor of Early Childhood Education program prepares graduates well for professional practice, but there are still areas of concerns that could be improved. The main result of this study is a Practice Teacher Competency Plan that provides an evidence-based actionable framework guide to improve the ECE curriculum, teaching methods, and teacher development at the university.their effectiveness.