Influence of Pre-Service Teachers’ Preparation in Handling a Culturally Diverse Early Childhood Classroom

Elizabeth D. Contreras, Nazli Joan D. De Guzman, Aliayne D. De Guzman, Athena B. Manjares, Edward R. Torrefranca and Randel D. Estacio
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Elizabeth D. Contreras: Early Childhood Education Department, College of Education, Quezon City University
Nazli Joan D. De Guzman: Early Childhood Education Department, College of Education, Quezon City University
Aliayne D. De Guzman: Early Childhood Education Department, College of Education, Quezon City University
Athena B. Manjares: Early Childhood Education Department, College of Education, Quezon City University
Edward R. Torrefranca: Early Childhood Education Department, College of Education, Quezon City University
Randel D. Estacio: Early Childhood Education Department, College of Education, Quezon City University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 6783-6791

Abstract: This study examines the preparation of pre-service teachers at Quezon City University in handling culturally diverse early childhood classrooms during the second semester of the academic year 2022-2023. It focuses on their preparation in content, pedagogy, and assessment, as well as their self-efficacy in managing such diverse settings. The results show that the pre-service teachers feel “Highly Prepared†in assessment and “Prepared†in content and pedagogy. Most respondents have high self-efficacy, indicating confidence in their teaching abilities. The study also finds that assessment preparation significantly correlates with self-efficacy levels. An ordinal logistic regression test suggests that the effects of content, pedagogy, and assessment are similar across self-efficacy levels. However, the study suggests that other factors might influence self-efficacy more strongly, highlighting the need for further consideration of these factors to enhance pre-service teachers’ effectiveness in diverse classrooms.

Date: 2025
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