Interplay of Pre-Service Teachers’ Sex, Competence and Readiness in Early Childhood Education Program: The Case of an HEI in the Philippines

Abstract

This study aimed to: (1) assess the competence and readiness levels of pre-service teachers across the seven domains of the ECE Program; (2) correlate competence and readiness levels between and among these domains; and (3) determine whether male pre-service teachers have higher competence than females in the seven domains after controlling for readiness differences. Using a descriptive-quantitative research design - specifically correlational and comparative analysis, this study described the existing levels and relationships among variables without manipulating them or establishing causal effects. Through a validated survey-questionnaire, the study was administered to 36 Pre-Service Teachers of NVSU –Main Campus, Bayombong, Nueva Vizcaya. Findings reveal balanced competence and readiness of pre-service teachers in the seven domains of the ECE Program. A significant positive correlation between competence and readiness across the seven domains surfaced, but no significant gender differences in competence when controlling for readiness. These results provide insights into teacher preparation quality and equity; hence, it is recommended that the locale continues integrative, practice-oriented teacher education emphasizing health, safety, assessment, family engagement, and personal growth. Likewise, gender-neutral policies and support should be maintained, ensuring equitable competence development among all pre-service teachers, thereby fostering effective and inclusive early childhood education nationwide.