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Instructional Leadership Practices, Communication Skills,
Collaborating Skills, and Performance of Early Childhood
Educators: A Causal Model
Charmaine P. Pagonzaga., Ma. Fe. D. Opina., Nenita I. Prado
Philippine College Foundation, Valencia, Bukidnon, Philippines
18October24October Published: 14 November
ABSTRACT
Early childhood educators play a pivotal role in child development, particularly in brain development, which is
known to be significantly advanced by age five. This study explored the impact of instructional leadership
practices, communication skills, and collaborating skills among early childhood educators in the Philippines, a
context where early childhood education integration into the K12 curriculum is a recent development. The
participants of the study were the 300 Early Childhood Educators both in the private and public schools from
the province of Bukidnon, Philippines. Descriptive correlational and causal comparative research designs were
employed in the study. Stratified random sampling was used to ensure the representativeness of the sample.
The Early Childhood Educators competently applied the particular aspects of instructional leadership
strategies. Communication skills are generally perceived as effective across various domains, including verbal,
non-verbal, written, and visual communication. The collaborating skills are effective in both internal and
external contexts. Early Childhood Educators' performance is significantly predicted by professional
development, verbal communication, visual communication, and collaborative skills. The best-fitting causal
model on the performance of Early Childhood Educators is anchored on non-verbal communication,
professional development, visual communication and written communication, as mediated by collaboration
skills and verbal communication. This model is called CHARMAINE PAGONZAGA’S Model on the
Performance of Early Childhood Educators.
Keywords: professional development, non-verbal communication, visual communication, best-fitting causal
model, performance
INTRODUCTION
Critical concerns about instructional leadership, communication, and collaboration among educators have been
brought to light by watching the researcher's 4-year-old son's fluctuating levels of involvement and passion in
several early childhood education settings. During the observation, the researcher identified significant issues
in early childhood education, particularly regarding inconsistent instructional leadership, poor communication
skills, and variability in educator performance. For instance, in some classes where leadership was decisive
and educators communicated effectively, the researcher observed that the child was excited to join and
exhibited positive learning behaviors. On the other hand, the child needed to be more enthusiastic and willing
to participate in different classrooms with adequate leadership and communication. Additionally, collaborative
practices among educators led to more consistent and enriching educational experiences, whereas isolated
teaching practices resulted in clarity and consistency. The researcher's observations underscore the urgent need
to investigate and address these critical areas to improve the quality of early childhood education and enhance
outcomes for young learners.
"A teacher affects eternity; no one can tell when and where his influence stops." these are the words of Adams
in Merill (2021). Yes, teachers or educators have a very significant impact on the totality of a learner's life.
Among all groups of educators, Early Childhood Educators (ECEs) are among the most influential, as ECEs
lay the foundation for learning, discovery, socialization, critical thinking, focus, self-control, and even
motivation in life. As Li (2023) mentioned, Early Childhood Educators play a crucial role in brain
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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development, as 90% of the brain could be fully developed by the age of 5, which roughly belongs to the early
childhood stages of learning. Early Childhood Educators are expected to inspire, encourage, and promote
children's education, care, and rights.
Additionally, ensuring safety and security among the young learners while on the school premises is a huge
responsibility of an ECE. The duties of ECEs are so vast that they may require the attention of researchers all
over the globe, especially in the Philippines, where the integration of ECE has just been streamlined in the new
K-12 curriculum. Their instructional leadership, communication, and collaborating skills are as important as
their teaching performance, equivalent to the full development of the potential abilities of the young learners in
school.
Moreover, the instructional leadership skills of ECEs could help develop and communicate the school's vision,
mission, and goals, which sets high standards for the academic achievement of their young learners. Corollary
to this statement, Ahmed (2016) mentioned that instructional leadership practices include framing the school
goals, supervising and evaluating instruction, coordinating the curriculum, monitoring the young learners'
progress, maximizing the use of instructional time, and maintaining high visibility in school even after
instructional time ensuring the young learner's safety.
Another significant quality of an ECE is collaborative skills. It is essential for creating a growth-based learning
environment and increasing student learning progress. Research shows that teachers who work together and
learn from each other are more successful in improving student outcomes than those who work alone. Teacher-
centered collaborative practices in school are specifically practical for teacher learning because they allow
teachers to engage in in-depth discussions about teaching approaches and student learning relevant to their
context (Akiba & Liang, 2016; Lecat,2019). Research findings show that school-based teacher collaboration
can increase student achievement, especially those collaboration initiatives that are purposefully organized in
schools (Hargreaves, 2019).
In addition, Bouchrika (2022) mentioned that teacher collaboration involves teachers working together to lead,
instruct, and mentor learners to improve student learning and achievement. The benefits of collaborative
learning include the development of higher-level thinking, oral communication, self-management, and
leadership skills.
Collaboration is essential to sustain inclusive settings. No single educator should be responsible for holding the
expertise in the infinite presentations of learner variability. Further, students work with multiple adults within a
school building. Collaboration creates safe conditions for students and educators to share knowledge and
collectively problem-solve (National Learning Center for Learning Disabilities, 2021).
With the recent studies presented, there is no causal model that focuses on all three aspects of instructional,
communication, and collaboration skills for early childhood educators. The researcher, therefore, wants to
investigate the overall performance of early childhood educators in this setting. Specifically for early
childhood education, the study's findings would contribute to raising the caliber of teachers.
Framework of the Study
This study is anchored on: Halinger's instructional leadership theory (2010) which focuses on the role of
school leaders in promoting effective teaching and learning practices. He emphasizes the importance of
principals engaging in activities that directly support and enhance classroom instruction, such as setting clear
instructional goals, providing resources and support for teachers, and creating a positive school climate
conducive to learning. Hallinger's framework highlights the idea that effective instructional leadership requires
a deep understanding of teaching and learning processes and strong interpersonal and organizational skills to
facilitate collaboration among stakeholders and drive continuous improvement in educational outcomes
(Hallinger, 2010). Secondly, Vygotsky’s Sociocultural Theory emphasizes the importance of social interaction
for cognitive development. Communication is seen as a primary means through which children learn and
construct knowledge. The interaction between children and more knowledgeable others (peers, teachers, and
parents) is crucial for language development (Vygotsky, 1962). Moreover, Vygotsky's sociocultural theory of
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cognitive development reflects the root of all mental functions of the learners, involving unity of behavior and
consciousness, mediation, and psychological systems that facilitate total learning and development of an
individual. According to Vygotsky (1962), much meaningful learning by the child occurs through social
interaction with a skillful tutor. The tutor may model behaviors or provide verbal instructions for the child.
Vygotsky refers to this as cooperative or collaborative dialogue. The child seeks to understand the actions or
instructions supplied by the tutor (often the parent or teacher) and then internalizes the information, using it to
guide or regulate their performance.
Additionally, collaboration skills in early childhood education are crucial for developing young children's
social competence, emotional intelligence, and cognitive skills. These skills enable children to collaborate,
share ideas, resolve conflicts, and build relationships. These cooperative abilities are based on the Zone of
Proximal Development (ZPD), which was developed by Vygotsky and emphasizes social contact has a role in
cognitive development. The spectrum of tasks a kid can complete with the assistance of an adult with more
excellent expertise is known as the ZPD.
Collaborative activities fall within this zone, where peers and adults scaffold children's learning experiences.
Collaborative learning experiences are essential for developing higher-order thinking skills. Collaborative
skills, according to Vygotsky, are developed through interaction with others who are more knowledgeable or
skilled. This process, known as "scaffolding," involves more competent individuals providing support and
guidance to less experienced ones, developing new skills and understanding (Vygotsky, 1962).
Lastly, Hallinger's theory (2011) provides the foundation for understanding the effectiveness of early
childhood educators. This theory focuses on instructional leadership and how leaders can influence teaching
methods to improve student outcomes. Within the framework of early childhood education, Hallinger
highlights the importance of effective leadership practices in supporting and enhancing the performance of
educators working with young children.
Hallinger (2011) emphasizes how effective leadership can positively impact teacher performance, influencing
the quality of education provided to young children. His study emphasizes how important it is for educators to
collaborate, pursue professional development opportunities, and be supported in their leadership practices to
improve their performance and, eventually, the educational experiences of their students. Hallinger emphasized
that early childhood educators require the support and direction of leaders. This assistance could include tools,
chances for professional growth, and motivation to help teachers advance their craft. Leaders should make
access to workshops, training, and other educational opportunities specially designed to meet the requirements
of early childhood educators more accessible. Hallinger's philosophy ultimately focuses on enhancing results
for young children. Leaders can improve the overall quality of education that children receive throughout their
formative years by supporting early childhood educators' work.
The study would like to develop a structural model of the instructional leadership skills, communication skills,
and collaborating skills on the performance of Early Childhood Educators. Specifically, this study sought to
answer the following questions.
Specific Problems
1. What is the level of instructional leadership practices of the Early Childhood Educators in terms of:
1.1. curriculum;
1.2. instruction;
1.3. student progress, and;
1.4. professional development?
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2. What is the level of communication skills of Early Childhood Educators in terms of:
2.1. verbal communication;
2.2. non-verbal communication;
2.3. written communication; and
2.4. visual communication?
3. What is the level of collaborating skills of Early Childhood Educators in terms of:
1.1. internal;
1.2. external?
4. What is the level of performance of Early Childhood Educators in terms of:
4.1. emotional commitment;
4.2. work ethics, and
4.3. leadership abilities?
5. Is there a significant relationship between Early Childhood Educators’ performance and:
5.1 instructional leadership practices;
5.2 communication skills; and
5.3 collaborating skills?
6. Which of the variables best predicts Early Childhood Educators’ performance?
7. What causal model best fits Early Childhood Educators’ performance?
The following null hypotheses were tested at a 0.05 level of significance. The following null hypotheses were
formulated based on Problems 5, 6 and 7.
Ho1: There is no significant relationship between the early childhood educators’ performance and their
instructional leadership practices, communication skills, and collaborating skills;
Ho2: There is no variable that best predicts early childhood educators’ performance.
Ho3: There is no model that best fits early childhood educators’ performance.
The locale of the study was within the province of Bukidnon, specifically at the three divisions, namely, the
Dep-Ed Division of Bukidnon, the Dep Ed Division of Valencia City, and the Dep-Ed Division of Malaybalay
City, and selected private schools within the province of Bukidnon. The province of Bukidnon is situated in the
mountainous parts of Region 10, which are infused with uneven terrain. Also, some municipalities and
barangays surrounded by mountain ranges are inaccessible to any transport system. Further, the largest division
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of Region X is committed to delivering its mandate to provide access to relevant, inclusive, culture-sensitive,
and quality education to its learners. For several years, it has provided programs and projects to accommodate
the needs of its clients from urban, rural, and remote areas by recognizing the geographically isolated and
disadvantaged areas (GIDAs) of its school communities (DepEd Bukidnon, 2017). Notwithstanding the
developments to improve performance, the Division encountered barriers and bottlenecks in improving
learning outcomes and achieving universal participation. However, with the recent reforms and
decentralization of school management, the division was able to monitor and evaluate these issues at the school
level with the aid of direct downloading of school funds for its operations and improvement of educational
outcomes. The provision of early childhood education in public schools has made early childhood education
accessible to all Filipino children through Universal Kindergarten. Thus, Figures 2-4 are herewith shown,
which comprise the locale of the study.
A causal model is a way of representing the relationships between variables that are assumed to cause or
influence each other. A causal model can help us understand how different factors affect the outcomes of
interest, such as early childhood education. The study used the descriptive correlational and causal
comparative research designs to find the causative relationship between the independent and dependent
variables. Descriptive research is concerned with the description of data and the characteristics of the
population. The goal is the acquisition of factual, accurate, and systematic data that can be used in averages,
frequencies, and similar statistical calculations. It also supported the opinion (Crosswell, 2012) that in
correlational research design, the researcher used the statistical correlation test to describe and measure the
degree of association or relation between two or more variables or sets of scores. Maheswari (2018)
highlighted the purpose of causal comparative research is to identify the causative relationship between the
independent and dependent variables.
The participants of the study were 300 Early Childhood Educators both in private and public schools. Sample
size was determined by applying the Raosoft Sample Size Calculator (Raosoft, 2004), where the margin of
error is the amount of error that can be tolerated. This study utilized stratified random sampling to ensure
proportional representation of different educational institutions. Based on the total population of 911 educators,
the Raosoft sample size calculator indicated a required sample size of 300. This stratified approach ensures that
our sample accurately reflects the diversity within the population, allowing for robust analysis of instructional
leadership practices, communication skills, and collaborative skills across various educational contexts.
Stratified sampling is a probability sampling technique used in a sample survey. The elements of the targeted
population are divided into distinct groups, or strata, with elements within each stratum being similar to one
another in terms of certain survey-relevant characteristics (Parsons, 2017).
The data for this study was gathered through self-administered surveys using the hard copy (in-person)
method. These questionnaires measured the instructional leadership practices, communication skills,
collaborating skills, and performance of early childhood educators. A research instrument for a causal model is
a tool or method that can be used to measure or manipulate the variables of interest in a causal study. Causal
research aims to identify the cause-and-effect relationships between two or more variables. This study utilized
adapted questionnaires from Jimenez and Galicia (2023), as instruments for data collection. The questionnaires
were modified to suit a different purpose, context, or language than the original ones.
The survey instrument has three (3) parts. The participants' demographic information is covered in the first
section. The indicators for early childhood educators' instructional leadership, communication, and teamwork
abilities are included in the second section, while their performance indicators are found in the third.
Ensuring thorough preparation with appropriate instruments is crucial in the data-gathering process. Necessary
approvals were obtained from the Dean of the School of Teacher Education and from the Schools Division
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Superintendent, and also from the Principals of the Private schools. Before distributing the survey and
gathering data from the intended participants, formal letters were personally handed over to the superintendent
of the school’s division, as well as the School Principals of the selected Private schools seeking permission to
distribute test surveys and questionnaires to the teacher participants.
Consent forms were provided alongside the survey forms. Establishing trust between and among the
participants is a fundamental principle of research ethics, which is achieved through an explicit agreement. The
informed consent was distributed and presented in a manner that ensured participants could freely participate
and contribute to this study. They were given thorough information about the implications of their participation
and were guaranteed consent before joining the study. The participants were given a detailed explanation of
the study procedures, potential risks, and benefits. They were assured that any information they shared would
be kept strictly confidential.
Researchers are crucial in upholding ethical standards, particularly when protecting privacy and maintaining
confidentiality. The researcher took great care to safeguard the personal information and details of the
respondents, ensuring that they were used exclusively for academic and personal purposes and never disclosed
or made public. By adhering to principles such as informed consent, confidentiality, and respect for the
respondents, the researcher aims to conduct the study responsibly and respectfully. The researcher was
committed to upholding the research’s objective of conveying accurate information and avoiding errors
(Chetty, 2016).
The questionnaire was adapted from Jimenez and Galicia (2023), was submitted to three experts for validation
to ensure that the instruments are valid. Pilot testing was conducted to 30 teacher participants not included in
the study. Then reliability evaluation using Cronbach’s alpha was used to test the instruments. All the
instruments are valid and reliable.
The data gathered in the study was subjected to statistical analysis. For better results and a more
comprehensible interpretation of the data gathered, statistical tools were used to explore the scale of the survey
data, validate the item and scale, and determine the nature and strength of patterns in response. Descriptive
Statistics such as a mean and standard deviation were used to interpret problems 1-4. In interpreting problem
5, Pearson-Product Moment Correlation was utilized to determine the relationship between the instructional
leadership, communication, and collaboration skills of the teacher. The Pearson product-moment correlation
coefficient is suitable when the data for both variables are continuous and follow a linear relationship.
Additionally, it requires bivariate normality, homoscedasticity, and independence of observations (Field, 2018).
Problem 6 utilized the predictive analysis of multiple regression to examine the relationship and the degree of
influence between the independent variables and dependent variables. Regression analysis, a statistical method
extensively used in research, is employed in several scenarios. It serves as a powerful tool for predictive
modeling, enabling the estimation of a dependent variable’s value based on one or more independent variables.
Moreover, regression analysis aids in exploring the nature and strength of relationships between variables,
facilitating the quantification of the impact of independent variables on the dependent variable. Additionally, it
is utilized for controlling and adjusting for the effects of other variables, thereby enabling a focused
examination of the relationship between variables while holding certain factors constant. Furthermore,
regression analysis supports hypothesis testing by providing statistical tests to determine the significance of
observed relationships between variables. Finally, it is valuable for model evaluation and comparison, offering
measures such as R-squared, adjusted R-squared, AIC, BIC, etc., to assess model fit and performance across
different specifications (Hair et al., 2019; Field, 2018).
Finally, this study employed path analysis through Structural equation modeling (SEM to determine the best-fit
model for the performance of early childhood educators. Structural equation modeling (SEM) is a versatile
statistical technique widely utilized in the social sciences, psychology, and economics for testing complex
theoretical models involving multiple variables and causal relationships among them. SEM is particularly
advantageous when researchers aim to examine intricate hypotheses, as it allows for the simultaneous
evaluation of direct and indirect effects among variables. Notably, SEM can handle latent (unobserved)
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variables, enabling the modeling of constructs that cannot be directly measured, such as intelligence or
personality traits. Moreover, SEM is adept at accounting for measurement error in observed variables,
enhancing the accuracy of parameter estimates and model fit assessments. With its array of fit indices and
statistics, SEM facilitates the evaluation of how well the proposed model aligns with the observed data.
Additionally, SEM empowers researchers to explore complex mediation and moderation effects, offering
insights into the underlying mechanisms and boundary conditions of relationships among variables (Kline,
2015).
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Table 1 Summary of Mean Scores for the Level of Instructional Leadership Practices of the Early Childhood
Educators
SUB-VARIABLES ON INSTRUCTIONAL
LEADERSHIP PRACTICES OF ECEs
MEAN
SD
DESCRIPTION
INTERPRETATION
Curriculum
4.31
0.610
Agree
High
Instruction
4.34
0.612
Agree
High
Student progress
4.36
0.634
Agree
High
Professional Development
4.28
0.661
Agree
High
Over-all Mean
4.32
0.629
Agree
High
Table 1 presents the Summary of Mean Scores for the Level of Instructional Leadership Practices of Early
Childhood Educators. As shown in the table, the respondents obtained the highest mean score of M=4.36,
SD=.634 for student progress, indicating that educators feel most effective in practices related to monitoring
and supporting student development. This aligns with contemporary educational research emphasizing tracking
student progress and implementing timely interventions to enhance learning outcomes. For instance, Khan
(2020) highlights that data-driven decision-making and fostering a positive school climate are vital practices
that significantly contribute to student progress.
Following closely, the mean score for instruction is M=4.34, SD=.612. This suggests that educators perceive
their instructional leadership practices, such as guiding and collaborating with colleagues to improve teaching
strategies, as highly effective. Effective instructional leadership is crucial in enhancing teaching quality and
aligning instructional methods with school goals, as supported by Bada (2024), who notes the importance of
focusing on instructional leadership to improve teachers' effectiveness. The curriculum sub-variable received a
mean score of M=4.31, SD=.61, reflecting a strong agreement among educators on the effectiveness of their
practices related to curriculum implementation. This is consistent with the findings of Marinette and Hui
(2020), who emphasize that the success of a well-crafted curriculum heavily depends on its proper
implementation. Effective curriculum leadership ensures that the instructional content meets educational
standards and addresses the diverse needs of students.
The lowest mean score, M=4.28, SD=.661, was observed for professional development. Despite being the
lowest, this score still falls within the 'agree' range, indicating that educators recognize the effectiveness of
their professional development practices and acknowledge room for improvement. Continuous professional
development is vital for keeping educators updated with the latest teaching methods and educational research,
enhancing instructional quality, and improving student outcomes. Mora-Ruano (2021) states that continuous
professional development is crucial to ensuring that educators are prepared to handle the challenges of today's
classrooms.
The overall mean score of M=4.32, SD=.629, described as 'agree' and interpreted as 'high,' reveals that the
Level of Instructional Leadership Practices of the Early Childhood Educators is perceived as effective by the
respondents. This implies that Early Childhood Educators have a high level of instructional leadership
practices across all four dimensions, namely: curriculum, instruction, student progress, and professional
development. Effective instructional leadership plays a crucial role in the successful implementation of
educational practices across various dimensions.
The data from Table 1 highlights the perceived effectiveness of instructional leadership practices among Early
Childhood Educators. The slightly higher scores for student progress and instruction indicate that educators
feel remarkably competent in these areas. However, the relatively lower score for professional development
suggests a need for further focus and enhancement in providing ongoing support and growth opportunities for
educators. These findings align with existing research, underscoring the critical role of effective instructional
leadership in achieving positive educational outcomes.
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Table 2 Summary of Mean Scores for the Level of Communication Skills of Early Childhood Educators
Sub-variables on Communication Skills of ECEs
Mean
SD
Description
Interpretation
Verbal communication
4.38
0.715
Agree
High
Non-verbal communication
4.43
0.597
Agree
High
Written communication
4.39
0.622
Agree
High
Visual communication
4.37
0.620
Agree
High
Over-all Mean
4.39
0.639
Agree
High
Non-verbal communication emerges as the highest-rated skill, with a mean score of 4.43, suggesting that
educators recognize the importance of gestures, facial expressions, and body language in conveying messages
and fostering connections with children. This aspect of communication is particularly crucial in the early years,
where verbal language development may still be emerging, emphasizing the need for educators to
communicate effectively through multiple channels. Written communication follows closely, with a mean score
of 4.39, indicating agreement among educators regarding its effectiveness in conveying information to parents,
colleagues, and other stakeholders. Written communication plays a pivotal role in documenting children's
progress, sharing essential announcements, and fostering collaboration within the community. Report cards,
newsletters, and communication platforms are vital tools for maintaining transparent and collaborative
relationships between educators and families. Verbal communication, with a mean score of 4.38, reflects
educators' proficiency in articulating ideas, providing instructions, and facilitating discussions in the
classroom. Effective verbal communication skills enable educators to engage students in meaningful dialogue,
scaffold learning experiences, and create a supportive learning environment conducive to academic and socio-
emotional development. Visual communication, though slightly lower in a mean score at 4.37, remains a
valuable component of educators' repertoire, enhancing comprehension, engagement, and retention of
information. Integrating visual aids such as charts, diagrams, and multimedia resources enriches the learning
experience, catering to diverse learning styles and promoting active student participation.
The overall mean score of 4.39 signifies a high level of agreement among respondents regarding the
effectiveness of their communication skills. This finding underscores the importance of ongoing professional
development and reflective practice to further enhance educators' communication competencies and optimize
learning outcomes for young children.
Moreover, the discussion is enriched by referencing relevant literature, which highlights the critical role of
communication skills in early childhood education. Studies by Reith-Hall & Montgomery (2019),
AkhtimWahyuni et al. (2017), and Study Driver (2022) emphasize the multifaceted benefits of effective
communication for educators, students, and families, ranging from improved academic performance to
enhanced social-emotional development.
Table 2 offers insightful information about early childhood educators' communication abilities, confirming
their ability to interact with young students and stakeholders in textual, visual, non-verbal, and spoken
domains. These results highlight how crucial it is to develop excellent communication skills in early childhood
education settings in order to establish inclusive and caring learning environments.
Table 3 Summary of Collaboration Skills of Early Childhood Educators
Sub-variables on Collaboration Skills of ECEs
Mean
SD
Description
Interpretation
Internal Collaboration
4.23
0.671
Agree
High
External Collaboration
4.16
0.704
Agree
High
Over-all Mean
4.20
0.688
Agree
High
With an emphasis on internal and external cooperation, Table 3 gives a general picture of the degree of
collaboration proficiency among early childhood educators. The data reveal that educators perceive their skills
in both dimensions of collaboration as effective, with mean scores of 4.23 for internal collaboration and 4.16
for external collaboration. The overall mean score of 4.20 further underscores the effectiveness of ECE
educators' collaborative skills. Internal collaboration, characterized by teamwork and cooperation among
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educators within the educational institution, received a slightly higher mean score of 4.23. This indicates that
educators excel in working together within their professional community to support the holistic development
of young learners. Effective internal collaboration is crucial for fostering a positive work environment and
enhancing the quality of educational practices.
On the other hand, external collaboration, which involves partnerships and engagement with stakeholders
outside the educational institution, received a mean score of 4.16. While slightly lower than internal
collaboration, this score still indicates a high level of effectiveness in collaborating with parents, community
organizations, government agencies, and other external stakeholders to support children's learning and
development. However, it's essential to note that challenges may exist in achieving effective collaboration,
particularly in external partnerships with parents. Research by Rouse and O’Brien (2017) indicates that while
educators may perceive effective collaboration with parents, there may be discrepancies in parents'
perceptions, particularly regarding communication and involvement in decision-making processes. This
underscores the importance of ongoing efforts to enhance communication and mutual understanding between
educators and parents.
The perceived efficacy of early childhood educators' collaborating abilities in both internal and external
collaboration is shown in Table 3. These results highlight how crucial it is to promote cooperative partnerships
both inside and outside of the educational community to support young learners' holistic development and
improve the caliber of early childhood education programs.
Table 4 Summary of the Level of Performance of Early Childhood Educators
Sub-variables of the Performance of ECEs
Mean
SD
Description
Interpretation
Emotional commitment
4.36
0.615
Agree
High
Work ethics; and
4.19
0.666
Agree
High
Leadership abilities
4.26
0.656
Agree
High
Over-all Mean
4.27
0.656
Agree
High
The data underscores that emotional commitment is the most substantial area for Early Childhood Educators.
This high level of performance suggests that educators are deeply invested in their work, which likely
translates to better student outcomes and a more positive educational environment. Emotional commitment can
drive educators to go above and beyond, fostering a nurturing and supportive atmosphere for young learners.
Leadership abilities also scored highly, reflecting educators' confidence in their capacity to guide and inspire
students and colleagues. Effective school leadership is pertinent to educational reform and improving
educational outcomes (Ainley & Carstens, 2018). Strong leadership in ECE settings is crucial for setting a
positive example, managing classrooms effectively, and building strong relationships with parents and the
community. Ainley & Carstens, (2018) leadership is the most important school-level factor in students’
learning outcomes.
Table 4 highlights that Early Childhood Educators generally perceive their performance as effective, with
particular strengths in emotional commitment and leadership abilities. While work ethics also received a
positive rating, it presents an area for further improvement through targeted support and professional
development. These insights are consistent with existing literature and emphasize the importance of
comprehensive support for ECE educators to ensure their continued effectiveness and satisfaction in their
roles.
Table 5 Relationship Between Early Childhood Educators’ Performance, Instructional Leadership Practices,
Communication Skills and Collaborating Skills
Variables
N
R
Effect Size
P-value
Interpretation
Curriculum
300
.630
Large
.000
Significant
Instruction
300
.708
Large
.000
Significant
Student Progress
Professional Development
300
300
.711
.812
Large
Large
.000
.000
Significant
Significant
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Instructional Leadership Practices
300
.806
Large
.000
Significant
Verbal communication
300
.766
Large
.000
Significant
Non-verbal communication
300
.753
Large
.000
Significant
Written communication
300
.766
Large
.000
Significant
Visual communication
300
.762
Large
.000
Significant
Communication Skills
300
.843
Large
.000
Significant
Internal Collaboration
300
.739
Large
.000
Significant
External Collaboration
300
.759
Large
.000
Significant
Collaborative Skills
300
.808
Large
.000
Significant
*Correlation is significant at the 0.05 level (2-tailed).
Table 5 presents the results of the Pearson R correlation analysis, examining the significant relationships
between Early Childhood Educators’ performance, instructional leadership practices, communication skills,
and collaboration skills. The correlation coefficients (r) and their corresponding p-values indicate the strength
and significance of these relationships.
The table reveals that all examined variables have a large and significant positive correlation with Early
Childhood educators' job performance, with p-values less than 0.05. The strength of these relationships,
indicated by the correlation coefficients, suggests that improvements in these areas are strongly associated with
enhanced job performance.
The strong correlation between curriculum (R=.630, p=.000) and educators' performance indicates that a well-
structured curriculum is significantly associated with educators' effectiveness. This underscores the importance
of a robust curriculum for facilitating effective teaching and learning. Similarly, the strong positive correlation
for instruction (r=.708, p=.000) highlights the critical role of effective instructional strategies in enhancing
educator performance, suggesting that continuous improvement in teaching methods is vital. Considering
these data, the hypothesis stating that ‘there is no relationship between Early Childhood Educators’
performance and their instructional leadership practices, communication skills, and collaboration skills, is
rejected.
Education plays a crucial role in the development of a nation, necessitating the effective implementation of the
curriculum. Babtilla (2020) further emphasizes that no matter how well-crafted a curriculum is, its goals will
not be achieved without proper implementation. This highlights the importance of instructional leadership in
ensuring that curricular standards are met through creative assessment methods and professional development.
Student progress (r=.711, p=.000) also shows a significant relationship with educator performance,
emphasizing the reciprocal nature of teaching and learning, where student success directly reflects teacher
effectiveness. Professional development (r=.812, p=.000) has one of the highest correlations, suggesting that
ongoing professional development is crucial for maintaining and improving educators’ performance.
Investments in training and development programs are likely to yield substantial benefits.
Instructional leadership practices (r=.806, p=.000) strongly correlate with educator performance, highlighting
the importance of leadership roles in guiding and supporting teachers to achieve their best. Effective leadership
is essential for fostering collaborative and supportive school cultures, ultimately enhancing educator and
student performance. Groenewald (2023) further emphasizes that good instructional leadership, especially in
difficult educational situations, plays a critical role in supporting student access and teacher growth. A study
by Hafsat Aliyu Bada (2024) suggests that instructional leadership, in terms of defining school mission,
managing instructional programs, and developing a positive school learning climate, is significantly and
positively associated with teachers' effectiveness.
Various forms of communication skills—verbal (r=.766, p=.000), non-verbal (r=.753, p=.000), written (r=.766,
p=.000), and visual (r=.762, p=.000)—all show strong correlations with job performance. This emphasizes that
effective communication is crucial for teaching, collaboration, and overall performance. Overall
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communication skills (r=.843, p=.000) have the highest correlation, underscoring their critical role in an
educator's performance. Collaboration skills, both internal (r=.739, p=.000) and external (r=.759, p=.000),
show strong positive relationships with job performance. This indicates that effective collaboration within the
school and with external stakeholders significantly enhances performance. Overall collaborative skills (r=.808,
p=.000) further highlight the importance of teamwork and partnerships in achieving educational goals.
Table 6 Results of Multiple Regression Analysis for the Variables that Predict Early Childhood Educators’
Performance
Variables
Unstandardized
Coefficients
Standardized
Coefficients
t
Sig.
Interpretation
B
Std. Error
Beta
(Constant)
.131
.131
.999
.319
Not Significant
Curriculum
Instruction
-.014
.002
.045
.049
-.014
.002
-.306
.045
.760
.964
Not Significant
Not Significant
Student Progress
.006
.044
.007
.142
.887
Not Significant
Professional Development
.153
.049
.167
3.116
.002
Significant
Verbal communication
.206
.043
.214
4.820
.000
Significant
Non-verbal communication
.070
.054
.071
1.299
.195
Not Significant
Written communication
Visual communication
.065
.144
.053
.047
.069
.148
1.233
3.092
.218
.002
Not Significant
Significant
Internal Collaboration
-.013
.059
-.015
-.218
.827
Not Significant
Collaboration Skills
.342
.069
.375
4.970
.000
Significant
R=.899 R2=.808 F(10/288)=121.23 Sig/p=.000
Table 6 presents the results of multiple regression analysis for the variables that predict Early Childhood
Educators' performance. The analysis provides insights into which factors significantly influence performance
and to what extent.
The multiple regression analysis reveals a strong positive relationship (R = .899) between Early Childhood
Educators' performance and the independent variables, with an R² value of 0.808. This indicates that 80.8% of
the variability in educators' performance is explained by the significant predictor variables: professional
development, verbal communication, visual communication, and collaborative skills. The F-statistic
(F(10/288) = 121.23) and its associated p-value (p = .000) confirm that the overall model is statistically
significant. Among the predictor variables, collaboration skills (Beta =.375, p = .000) emerge as the most
significant predictor of educators' performance. This is followed by verbal communication (Beta =.214, p
=.000), professional development (Beta = .167, p =.002), and visual communication (Beta =.148, p =.002). The
other variables, including curriculum, instruction, student progress, non-verbal communication, written
communication, and internal collaboration, do not significantly predict performance.
The regression equation for this model is:
Y’= .131 + .153X1 +.206X2 +.144X3 +.342X4
Where:
Y’=Respondents’ Performance
X1=Professional Development
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X2=Verbal Communication
X3=Visual Communications
X4= Collaborative Skills
This equation suggests that for a 1-point increase in professional development, educators' performance
increases by .153 points. Similarly, a 1-point increase in verbal communication results in a .206 point increase
in performance, a 1-point increase in visual communication leads to a .144 point increase, and a 1-point
increase in collaborative skills results in a .342 point increase in performance. Considering the data from the
regression analysis, the hypothesis stating that, ‘there are no variables, singly or in combination, that best
predict Early Childhood Educators’ performance” is hereby rejected.
Recommendations stemming from these findings include enhancing professional development by providing
comprehensive and ongoing programs to support educators in improving their skills and knowledge. Mora-
Ruano (2021) further emphasizes that providing ongoing professional development opportunities ensures
teachers stay updated with the latest educational practices and research, thereby improving instructional
methods and student outcomes. Moreover, investing in training programs targeting verbal and visual
communication skills is crucial, as effective communication plays a pivotal role in facilitating teaching
interactions with students and colleagues. Additionally, fostering collaborative skills is essential; institutions
can achieve this by encouraging and facilitating collaboration among educators and stakeholders through
various means, such as team-building activities and collaborative projects. Studies by Datnow & Park (2019),
Drago-Severson and Blum-DeStefano (2019), and others underscore the significance of collaborative
structures such as professional learning communities (PLCs) and communities of practice (CoP) in promoting
continuous improvement and professional growth among educators. Ultimately, by prioritizing these areas,
educational institutions can significantly improve the overall effectiveness and performance of Early
Childhood Educators, thereby leading to better educational outcomes for students.
Table 7 Summary of Goodness-of-Fit Measures of the Three Causal Models
Model
CMIN/DF
P-value
NFI
TLI
CFI
RFI
RMSEA
1
69.58
.000
.136
-.272
.133
-.267
.479
2
24.87
.000
.94
.675
.942
.666
.283
3
1.33
.264
.999
.995
1.00
.982
.033
Standard
<2
>.05
>.95
>.95
>.95
>.95
<.05
Best Fit Model on the Performance of Early Childhood Educators
The best-fit model of Early Childhood Educators’ performance is causal model 3 since its model fit values for
CMIN/DF (1.33 <.2), P-value (.264 >.05), NFI(.999>.95), TLI (.995>.95), CFI(1.00>.95), RFI(.982>.95), and
RMSEA(.033<.05) were within the acceptable or standard values of the said model fit indices. This Model 3
implies that Early Childhood Educators’ performance was significantly influenced by verbal communication
(VC) (p<.05), collaboration skills (COS) (p<.05), professional development (PD) (p<.05), written
communication skills (WC) (p<.05), and visual communication skills (VIC) (p<.05). In addition, causal model
3 states that collaboration skills (COS) have mediated the significant relationship between professional
development (PD) and performance of ECEs (PERF), and written communication (WC) and performance
(PERF). At the same time, verbal communication (VC) also mediated the significant relationship between
professional development (PD) and performance (PERF) of Early Childhood Educators. Thus, causal model 3
best fits the performance of the ECEs; and, the hypothesis that states, ‘There is no causal model that best fits
ECEs’ performance” is hereby rejected.
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Figure 10 Causal Model 3 – CHARMAINE PAGONZAGA’S model of Early Childhood Educators’
Performance
Legend:
C-Curriculum WC-Written Communication
I-Instruction VIC-Visual Communication
SP-Student Progress IC-Internal Collaboration
PD-Professional Development COS-Collaborating Skills
VC-Verbal Communication PERF-Teachers’ Performance
NVC-Non-verbal Communication
CONCLUSIONS
Based on the findings, the following conclusions are hereby drawn:
Early Childhood Educators effectively practiced the specific dimensions of Instructional leadership practices
as defined in this study, particularly in instruction and student progress, align with existing literature
emphasizing the importance of strong leadership. The highest effectiveness is noted in practices related to
student development, consistent with research highlighting the impact of data-driven decision-making and
positive school climates. Curriculum implementation is also seen as effective, reflecting the crucial role of
leadership in meeting educational standards. While professional development received the lowest effectiveness
score, it still falls within the 'agree' range, indicating room for improvement.
Early Childhood Educators generally perceive their communication skills as effective across various domains,
including verbal, non-verbal, written, and visual communication. The highest-rated skill is non-verbal
communication, emphasizing the importance of gestures, facial expressions, and body language in engaging
young learners, followed closely by written communication, which is crucial for maintaining transparent
relationships with parents and colleagues. Verbal communication is rated highly, underscoring its role in
classroom interactions and student engagement. Visual communication, while slightly lower in the score,
remains essential for enhancing comprehension and participation through visual aids. The overall effectiveness
of these communication skills supports the creation of supportive and inclusive learning environments,
highlighting the need for ongoing professional development to refine these competencies further and improve
educational outcomes for young children.
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Early Childhood Educators perceive their collaborating skills as effective in internal and external contexts.
Internal collaboration, which includes working with colleagues and bridging home-school connections,
suggests that educators excel at fostering teamwork and supportive professional communities. External
collaboration, involving partnerships with parents, community organizations, and government agencies, is also
rated highly, though slightly lower than internal collaboration. This highlights the educators' commitment to
engaging parents in their children's education and improving holistic child development through collaborative
efforts. However, slightly lower scores in areas like connecting with external institutions suggest growth
potential. Overall, these collaborative efforts align with research that emphasizes the importance of such
partnerships in enhancing educational practices and outcomes.
Early Childhood Educators demonstrate a commendable high level of performance, particularly in emotional
commitment and leadership abilities. Continuous professional development and support are essential to
address areas of challenge, ensuring educators maintain and enhance their effectiveness and satisfaction in
their roles. This comprehensive support aligns with existing literature, emphasizing the crucial role of
emotional commitment, ethical conduct, and leadership in the success of ECE pedagogy.
The correlation analysis indicates that Early Childhood Educators' job performance is significantly influenced
by various factors, including a well-structured curriculum, effective instructional strategies, student progress,
professional development, instructional leadership, communication, and collaboration skills. Among these,
professional development and communication skills exhibit the highest correlations, highlighting their critical
importance to an educator's effectiveness.
Early Childhood Educators' performance is significantly predicted by professional development, verbal
communication, visual communication, and collaborative skills. Collaboration skills emerge as the most
significant predictor, followed by verbal communication, professional development, and visual
communication.
The best-fitting causal model for the performance of Early Childhood Educators is anchored on non-verbal
communication, professional development, visual communication, and written communication, as mediated by
collaboration skills and verbal communication.
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10. Curby, T. W., Johnson, P., Mashburn, A. J., & Carlis, L. (2016). Live versus video Observations
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Applied Developmental Psychology, 61, 21-32.
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24. StudyDriver.com (2022). The importance of Written Communication for Early Childhood Educators.)
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APPENDIX
Appendix A
Name (Optional): _________________________________
PART I: Demographic Profile of the Respondents
Direction: Please fill out the following information by putting a check (√) mark on the blanks. Please do not
leave any item for these are essential in our research data.
Age:
_______20-25 years old _____30-35 years old
_______26-30 years old _____36-40 years old
_____Actual age (in years)
Gender: _____male _____female
Civil status: _____single _____married
_____widower _____separated
_____common-law partnership
Highest educational attainment:
_____ECE graduate _____MAED
_____PhD in ECED _____PhD in progress
_____Other degree (pls. specify) _________________
Length of service:
_____less than a year _____1-3 years
_____4-6 years _____7-9 years
_____10 or more years (pls specify) _____________
Type of School Employed: _____ Private _____ Public
Present position:
______Teacher 1 ______Teacher 11
______Teacher 111 ______Master Teacher
______Other (pls specify: ____________________
Trainings and seminars attended:
______School-based ______Division-based
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Adapted from the instrument of: (Jimenez, R. G., & Galicia, L. S., 2023). School Heads’ Instructional Leadership and
Emotional Competencies, and Teachers’ Work Performance in Selected Public Junior High Schools.
______Regional-based ______National-based
______International-based
PART II: INSTRUCTIONAL LEADERSHIP PRACTICES, COMMUNICATION SKILLS AND
COLLABORATING SKILLS AND PERFORMANCE OF EARLY CHILDHOOD EDUCATORS: A
CAUSAL MODEL
Directions: For each statement below, mark check (✓) on the choices that indicate how you agree or disagree
on your level of the delivery of service quality. There are no right or wrong answers. Please don’t leave any
item unchecked.
SA– STRONGLY AGREE A – AGREE U – UNDECIDED
D –DISAGREE SD – STRONGLY DISAGREE
A. Instructional Leadership Practices of the Early Childhood Educators in terms of:
Instructional Leadership Practices in terms of Coordinating the
Curriculum
SA
A
U
D
SD
1
Ensure accountability in obtaining better learning outcomes, by
directing initiatives on the creative use of learning assessment
methods, methodologies, and outcomes that are consistent with
curricular standard.
2
Keep abreast of new developments in education and resources, and
then persuades educators to accept and experiment.
3
Recommend ordering or permits the purchase of educational
resources, equipment, visual aids, and instructional materials that
are specifically designed to meet the needs of young learners.
4
Demonstrate sound judgment when reviewing, contextualizing, and
putting learning standards into practice to help teachers make the
curriculum engaging for young students.
5
Enable my co-teachers to benefit from possibilities for professional
growth including seminars and training.
6
Make clear who is responsible for implementation of the
coordinated curriculum.
7
Frame a focused set of annual school wide goals.
8
Ensure the in-service activities attending by staff are consistent with
the school goals.
9
Plan conferences and programs for teachers to learn about new
methods of education, tools, and teaching aids.
10
Understand, create and evaluate a comprehensive, rigorous, and
coherent curricular skills.
Instructional Skills in terms of Overseeing and Evaluating Instructions
SA
A
U
D
SD
1
Guide my junior and co-Early Childhood Educators to continue their
education and give them the tools they need to succeed as leaders.
2
Provide my co-Early Childhood Educators with updates and advise them to
engage in action research to find solutions to issues that arise in the
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Adapted from the instrument of: (Jimenez, R. G., & Galicia, L. S., 2023). School Heads’ Instructional Leadership and
Emotional Competencies, and Teachers’ Work Performance in Selected Public Junior High Schools.
classrooms of young students.
3
Promote collaboration for improved instruction.
4
Invite my co-teachers to share their top strategies for instructing students in
the classroom.
5
Frequently use a variety of sharing and communication techniques to
distribute knowledge and assets, such as school-based training that enables
me and my co-teachers to perform better.
6
Ask ideas from my co-teachers when difficulties needing immediate
solution arise in school.
7
Share good results to my co-teachers when making decisions.
8
Ensure mechanism for compensating the lost instructional time and place.
9
Use student performance data in developing the school academic goals.
10
Design the use of differentiated instructional strategies, curriculum
materials, and technologies to maximize high-quality instruction
Instructional Skills in terms of Monitoring Student Progress As
SA
A
U
D
SD
1
Examine educational tools for any remediation that would be
appropriate for young learners.
2
Work with colleagues to collect, assess, and exchange information
on the effects of academic intervention programs on teaching and
learning.
3
Give the larger school community the authority to support and
preserve a welcoming, inclusive, and healthy learning environment
appropriate for young learners.
4
Engage in worthwhile exchange of practices for teachers to learn
about new methods of education, tools and teaching aids.
5
Ensure that tardy and truant students are given appropriate action.
6
Recognizes students who do superior works with formal rewards.
7
Coordinate with parents to communicate exemplary students’
performance.
8
Notify parents regarding remediation needed for improving’
performance of their child.
9
Support teachers in their reward of student accomplishment.
10
Share stories/videos of successful individuals for the young children
to emulate in the future.
Instructional Skills in terms of Promoting Professional
Development
SA
A
U
D
SD
1
Provide expertise to identify effective teaching strategies and elements
of lesson plans for both teaching and learning.
2
Demonstrate good practice in helping teachers build effective
practices that are in line with teaching standards and pedagogies
within and across subject areas.
3
Demonstrate the ability to use valid feedback from students, parents,
and other stakeholders to help instructors become better at what they
do.
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4
Encourage my co-teachers to join membership in professional
organization.
5
Keep myself updated on the curriculum at the school by attending
trainings, seminars, and conferences.
6
Help my co-teachers reflect, pinpoint their areas of weakness, and turn
those into their assets.
7
Reinforce superior performance of my co- teachers in staff meeting
and newsletter or memos.
8
Acknowledge my co- teacher’s exceptional writing skills, and the
preparation of memos for their personal profile.
9
Provide support for the granting of rewards on special skills and
abilities of teachers relevant to professional development.
10
Work collaboratively with school staff to improve teaching and
learning.
B. COMMUNICATION SKILLS OF EARLY CHILDHOOD EDUCATORS ALONG:
Communication Skills in terms of Verbal Communications As
SA
A
U
D
SD
1
Maintain healthy feedbacking with my co-teachers especially
relating to lesson materials so that the young learners could easily
understand.
2
Make sure that my communication skills effectively deliver the
message across to my learners and co-teachers.
3
Express myself clearly during faculty meetings.
4
Use appropriate verbal language when talking to young children.
5
Know how to use my ‘teacher-voice’ during meetings with the
parents and other stakeholders.
6
Maintain healthy communication with my young learners, parents,
co-teachers, and school leaders.
7
Show respect to my students by encouraging them to express their
opinions in classes.
8
Work with my co-teachers in improving communication channels
with the community and other stakeholders especially when it
relates to support to programs and projects.
9
Show tact and respect, even when talking to young learners.
10
Responsibly handle confidential and sensitive information, for the
benefit of the institution.
Communication Skills in terms of Non-Verbal communications
SA
A
U
D
SD
1
Make my young learners comfortable by projecting a welcoming
and conducive learning environment.
2
Demonstrate respect for my learners by fostering an environment
where they are encouraged to share their opinions.
3
Teach my learners the proper gestures, body language, and facial
expressions when addressing with adults and persons in authority.
4
Show to my learners that I am happy and I enjoy my time with
them.
5
Model to my learners the proper gestures, body language, and facial
expressions when addressing with adults and persons in authority.
6
Establish a close and a personal bond with my young learners.
7
Consider my young learners as my own children and I deal with
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them with all understanding and care.
8
Make my young learners comfortable inside the classroom and in
school premises.
9
Use appropriate non-verbal expressions in managing learner’s
misbehaviors.
10
Show my learners the appropriate way of behaving in school and in
any public places.
Communication Skills in terms of Written Communication
SA
A
U
D
SD
1
Clearly communicate to parents on the needs of the learners,
including how the young learners are assessed in their
competencies.
2
Use varied communication tools and media such as mobile and
online messages, mobile text messages, e-mails, and formal letters
to reach the parents of the young learners.
3
Express through bulletin boards and other media, the
accomplishments of my young learners.
4
Use appropriate words when dealing with my learners, parents, co-
teachers, school heads, and other stakeholders.
5
Utilize varied strategies and methods o encourage my learners to
speak and participate in classes.
6
Provide opportunities for my learners to share their memorable and
joyful experiences in class, verbally, and linguistically.
7
Facilitates logistics and communication.
8
Create a welcoming atmosphere in class so that my learners freely
share their ideas.
9
Demonstrate proper listening and speaking skills so that my
learners will follow accordingly.
10
Recognize in different venues such as displaying in the classroom
bulletin boards, or during any school activity, the notable written
accomplishments of my learners.
Communication Skills in terms of Visual communications
SA
A
U
D
SD
1
Maximize the use of visual aids in my classes.
2
Use various strategies to display the talents and skills of my
learners.
3
Stimulate the interest of the young learners through exposing them
to various learning opportunities such as videos, pictures, charts,
graphs, and even realia whenever possible for a more engaged and
meaningful learning.
4
Provide opportunities for learners to display their skills and talents.
5
Give the learners an opportunity to create and develop their visual
structures by allowing them to take photos, paste stickers, gifts, and
emoji’s in a scrapbook, card, or other media.
6
Assist the young learners in discovering their potential in the arts,
imagery, and other performance tasks and activities.
7
Offer gifts and rewards to the best art or workmanship of the
learners.
8
Encourage the non-visually inclined learners to appreciate and
understand the other visuals, arts, and workmanship done by their
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Adapted from the instrument of: (Jimenez, R. G., & Galicia, L. S., 2023). School Heads’ Instructional Leadership and
Emotional Competencies, and Teachers’ Work Performance in Selected Public Junior High Schools.
co-learners.
9
Develop learner’s critical minds through the use of visuals and
other imagery.
10
Help learners relate, understand, and appreciate life better through
the use of visuals and other symbols that are available in school
premises.
C. LEVEL OF COLLABORATING SKILLS OF EARLY CHILDHOOD EDUCATORS ALONG:
Collaboration Skills in terms of Internal Collaboration
SA
A
U
D
SD
1
Work with the parents to improve the performance of their
child/children.
2
Suggest to School Heads on different ways to enhance the learning
environment and promote better learning experiences for the young
learners.
3
Serve as a bridge between home and school in critical decision-
making pertaining to child/children’s academic and non-academic
deficiencies.
4
Assist parents to make their child/children establish better
aspirations and successes in life.
5
Partner with co-Early Childhood Educators in providing
opportunities for young learners to unleash their potentials, skills,
and talents.
6
Strengthen connections with co-Early Childhood Educators,
through the conduct of research to continuously improve the
performance of the young learners.
7
Connect with successful alumni in Early Childhood Education
program, to improve the facilities and equipment of the school.
8
Continuously link with other academic institutions with Early
Childhood Education program to help improve and make the life of
young learners more comfortable in school.
9
Talk to successful implementers of Early Childhood Education
programs and obtain information on their best practices.
10
Create a pro-active and nurturing environment with co-Early
Childhood Educators, school heads, and other institutions, to
continuously improve Early Childhood Education instruction.
Collaboration Skills in terms of External Collaboration
SA
A
U
D
SD
1
Coordinate with parents to communicate student performance.
2
Assist the parents in improving the academic and non-academic
performance of their young child/children.
3
Work with LGU in providing opportunities through scholastic
activities that foster strong family-community- and school
relationship.
4
Establish partnerships with non-government organizations to
provide educational videos and other informative materials on
improving and understanding developmental milestones for young
learners.
5
Provide opportunities through linkages with other successful
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organizations to mirror better practices at home and in school.
6
Create an online tool, for other stakeholders and community
partners to be actively updated and be supportive of school
activities for the young learners.
7
Build strong partnerships with non-government organizations
(NGOs) to improve the delivery of Early Childhood Education.
8
Visit and talk to other organizations with Early Childhood
Education programs, and learn from their best practices.
9
Engage with educational researchers, especially in Early Childhood
Education programs, to continuously upgrade and improve the
services of Early Childhood Education.
10
Partner with government and non-government institutions in
conducting studies that would help strengthen the Early Childhood
Education program.
Part III. Performance of Early Childhood Educators
Directions: For each statement below, mark check (✓) on the choices that indicate how you agree or disagree on your
level of the delivery of service quality. There are no right or wrong answers. Please don’t leave any item
unchecked.
SA– STRONGLY AGREE A – AGREE N – NEUTRAL
D –DISAGREE SD – STRONGLY DISAGREE
A. LEVEL OF PERFORMANCE OF EARLY CHILDHOOD EDUCATORS IN TERMS OF:
Emotional Commitment
SA
A
U
D
SD
1
Am sensitive to the learner’s developmental needs and act on them
accordingly.
2
Establish a harmonious relationship with other early childhood
educators.
3
Am open to constructive criticisms from my co- teachers.
4
Deal with the mistakes of my co-early childhood educators
professionally.
5
Do what matters for my young learners and continuously reflects at
improving them.
6
Establish good rapport with my school head, my co-teachers and
my young learners as well.
7
Am happy and fulfilled if I did my best in teaching my young
learners everyday.
8
Serve as a model of good values to my young learners such as
punctuality, patience, following rules and regulations, kindness,
generosity and other good values in life.
9
Manage varied emotions of my young learners everyday, such as
temper tantrums and the like.
10
Assist my young learners and co-Early Childhood Educators in
resolving some peer problems in school.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI October 2025 | Special Issue on Education
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B. LEVEL OF PERFORMANCE OF EARLY CHILDHOOD EDUCATORS IN TERMS OF:
Work Ethics
SA
A
U
D
SD
1
Share ethical dilemma or issue previously encountered in work, for reference and proactive
measures.
2
Demonstrate desirable teacher behaviors that can be emulated by young learners to increase
their academic engagement and decrease likelihood of challenging behaviors.
3
Provide instruction to my co-Early Childhood Educators, on preventive strategies that teachers
can use with young children to prevent the occurrence of challenging behaviors in school.
4
Assist the school in making instruction on how to design and implement rules, expectations,
and routines effectively during specific activities to support young children’s appropriate
behavior at home and in school.
5
Recommend for various forms of recognition of the accomplishments of the young learners, be
it academic or non-academic.
6
Share my personal experiences to my co-Early Childhood Educators, on challenges and
conquests, to motivate them to keep going further.
7
Use effective verbal statements that conforms to established “rules and regulations” in school.
8
Issue verbal statements to the young learners that (a) indicates approval of a behavior or
correct response over and above an evaluation of adequacy and (b) specifies the behavior
being praised.
9
Provide instruction to caregivers of young children on how to establish strong and positive
relationships and share information about the child’s behavior and effective strategies for
ameliorating behavior at home.
10
Provide additional instruction to my co-teachers on how to link BEST in CLASS strategies and
ensure that teachers’ continued use of these strategies.
C. LEVEL OF PERFORMANCE OF EARLY CHILDHOOD EDUCATORS IN TERMS OF:
Leadership Abilities
SA
A
U
D
SD
1
Show my best and take the lead in developing the young learners
to their full potential, so that parents, including both private and
public organizations are motivated to support the school.
2
Mentor my fellow Early Childhood Educators in attaining learner
achievement and in attaining other performance indicators to
promote accountability within and beyond school contexts.
3
Establish connections with other Early Childhood Educators for
continuous professional growth.
4
Attend and help in providing solutions to the early childhood
educators ‘work- related issues and concerns.
5
Exhibit skills in strengthening the relationships with authorities,
colleagues, parents and other stakeholders to sustain an enabling
and supportive learning environment for learners.
6
Lead the community, including parents, alumni, authorities,
industries, and other stakeholders in creating collaborative actions
to solve complex issues in learner development, as well as school
and community improvement.
7
Create a culture of inclusivity in the school and the community
through practices such as gender sensitivity, physical and mental
awareness, and cultural responsibility to promote and strengthen
awareness, acceptance, and respect.
8
Take the lead in coping stress by indulging in activities such as
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8584
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deep breathing, meditation, rhythmic exercise, yoga, and the like.
9
Keep motivating my young learners to do well in their studies.
10
Make fair decisions related to student disciplinary actions and
informs parents when necessary.
Thank you very much.
The data will be rated using the 5-point scale shown as follows:
Scale
Range Interval
Descriptive Rating
Interpretation
5
4.51-5.00
Strongly Agree
Very Effective
4
3.51-4.50
Agree
Effective
3
2.51-3.50
Undecided
Moderately Effective
2
1.51-2.50
Disagree
Less Effective
1
1.00-1.50
Strongly Disagree
Not Effective
