📄 Abstract
This study explores the preparedness and intent of teacher educators in implementing the Early Childhood Education (ECE) program in the College of Teacher Education and addresses the limited understanding of how teacher educators’ knowledge, skills, and motivation affect effective program delivery, which is important because ECE is critical for building strong foundations for lifelong learning and holistic child development. It aims to examine teacher educators’ readiness and willingness to implement ECE by employing a descriptive-quantitative research design with one hundred teacher educators as participants. Data were collected through a researcher-made questionnaire that measured knowledge of ECE principles, pedagogical skills, curriculum planning, assessment practices, and willingness to adopt innovative instructional strategies, commit to professional growth, and embrace curriculum reforms. Data were analyzed using descriptive statistics, tests of difference, and correlation analysis. Results indicate that teacher educators are generally well-prepared, highly knowledgeable, and motivated to implement the ECE program, showing that preparedness strongly correlates with intent and that demographic factors such as age, sex, and educational attainment influence readiness and motivation. Overall, the study concludes that teacher educators possess the necessary competence and commitment to deliver quality ECE, but targeted support and professional development are essential to address individual differences and enhance program implementation. The study recommends comprehensive training programs that focus on knowledge enhancement, teaching skills, curriculum development, assessment strategies, motivation, and collaborative practices to ensure effective, sustained, and high-quality early childhood education delivery.
🏷️ Keywords
📚 How to Cite:
Jonalyn S. Perfecio, Melinda F. Marquez, PhD, PDP-TQM , TEACHER EDUCATORS' PREPAREDNESS AND INTENT TO IMPLEMENT THE EARLY CHILDHOOD EDUCATION PROGRAM IN COLLEGE OF TEACHER EDUCATION , Volume 12 , Issue 8, August 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 749 - 757 ,