Gaps and Gains: A Needs and Resource Assessment of Early Childhood Educators in Public Schools
Gaps and Gains: A Needs and Resource Assessment of Early Childhood Educators in Public Schools

Summary/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 contextspecific policies can foster more effective, inclusive, and engaging early childhood learning environments.

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