










































 

EDUCATIO : Journal Of Education 
Volume 9 , Number 2, November 2025 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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Disposition And Academic Performance Of Early Childhood 

Education  Pre-Service Teachers 

 
Nonie Nicolas1, Angel Rose Rayon2, Mikhalea Digman3, Ann Gabrielle Barbosa4, 

Gladys Sahagun5 

Education Student Philippines,   

nonienicolas123@gmail.com1,   s.rayon.angelrose@cmu.edu.ph2,  

s.digman.mikhaela@cmu.edu.ph3,  s.barbosa.anngabrielle@cmu.edu.ph4,  

gladyssahagun@gmail.com5  

 

Accepted: 

10 August 2025 

reviewed:  

5 September, 2025 

Published:  

20 November 2025 

 

Abstract: This study investigated the connection between professional dispositions and academic 

performance among Early Childhood Education (ECE) pre-service teachers at Central Mindanao 

University during the 2024–2025 academic year. The research aimed to understand how specific 

qualities, including responsibility, integrity, sensitivity, enthusiasm, communication, and reflection, 

impacted academic success. Second and third-year ECE students participated, with their 

dispositions assessed using the Bradley-Isac Assessment and their academic performance 

measured by General Weighted Averages (GWAs). The findings revealed that these ECE pre-

service teachers had a strong professional disposition. Specifically, responsibility, sensitivity, 

enthusiasm, and integrity were rated "Very High," while communication and reflection were highly 

regarded, receiving "High" ratings. Academically, the pre-service teachers consistently achieved 

above-average performance. A key outcome was the correlational analysis, which established a 

significant relationship between academic performance and communication and reflection. This 

suggests these two dispositions are directly linked to academic success. Furthermore, the study 

observed strong correlations among the dispositions, indicating that these qualities often co-

develop and reinforce each other. In conclusion, while CMU's ECE pre-service teachers exhibit 

robust dispositions and commendable academic achievement, the intricate interplay between 

certain dispositions, particularly communication and reflection, and educational success warrants 

further consideration in teacher education programs. 

 

Keyword:  Disposition, Academic Performance, Early Childhood Education, Pre-service Teacher 

 

Introduction 

Pre-service teachers played a crucial role in the education system as they transitioned into 

professional educators. In Early Childhood Education (ECE), their preparation was particularly 

significant because of their lasting impact on young learners during their formative years. Academic 

performance was a critical aspect of this preparation, though factors like access to quality 

educational resources, time management challenges, financial constraints, and mental health 

struggles influenced it. Additional issues, such as a lack of teaching experience, high expectations, 

and limited support systems, further affected their performance. 

Beyond these challenges, cultivating dispositions such as responsibility, integrity, 

mailto:nonienicolas123@gmail.com
mailto:s.rayon.angelrose@cmu.edu.ph
mailto:s.digman.mikhaela@cmu.edu.ph
mailto:s.barbosa.anngabrielle@cmu.edu.ph
mailto:gladyssahagun@gmail.com


  
 

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enthusiasm, sensitivity, communication, and reflection also significantly impacted their academic 

success. Research, including that by Notar et al. (2019), suggested a strong correlation between 

teacher dispositions and student learning outcomes. Educators and training programs are 

responsible for shaping pre-service teachers, ensuring they master academic knowledge and 

develop these essential dispositions for effective teaching. Studies indicated that when teachers 

possessed strong dispositions aligned with educational standards, students were more likely to 

succeed academically (Wilkerson & Lang, 2016). Dispositions refer to the inherent attitudes, 

values, and beliefs that guide a teacher’s behavior and classroom interactions, shaping their 

professional growth. Academic performance, in turn, served as a metric of learning progress, 

reflecting the ability to internalize and apply theoretical concepts. Thus, a student’s disposition and 

academic performance were intricately linked, forming a foundation for future teaching 

effectiveness. 

This study investigated the relationship between dispositions and academic performance 

among ECE pre-service teachers at Central Mindanao University (CMU), aiming to identify how 

these factors aligned and influenced one another. The research provided insights into how the 

admissions process can be refined to ensure that students entering the program possess both 

strong academic performance and the appropriate dispositional traits. Whaley (2015) emphasized 

the need for teacher education programs to explicitly address dispositions in their curriculum, 

provide opportunities for self-reflection, and develop valid assessment tools. Addressing this gap 

was crucial for developing educators who effectively guide and nurture young learners, as these 

dispositions directly influenced teaching behaviors, classroom interactions, and overall educational 

outcomes. 

Teacher education programs must adapt curricula to focus on developing positive 

dispositions among future educators. Programs that explicitly taught and assessed dispositions 

have produced graduates more aligned with national teaching standards and demonstrated higher 

levels of commitment to their professional roles (Parfitt et al., 2019). The findings from this study 

help inform policy decisions aimed at selecting students who are not only academically competent 

but also possess the personal qualities necessary to succeed in the demanding field of early 

childhood education.  

By aligning admissions policies with academic and dispositional considerations, CMU better 

prepares future teachers to meet the needs of young learners, ultimately improving the quality of 

early childhood education. CMU played a critical role in preparing ECE pre-service teachers, 

making it vital to examine how these students’ dispositions related to their academic success. While 

academic performance was often prioritized during admissions, there was growing recognition of 

the need to consider students’ dispositions. 

 

Methods 

This chapter discussed the research methodology, research design, respondents, research 

instruments, data gathering procedure, and data treatment. The researchers employed a 

quantitative descriptive-correlational research design to examine the relationship between 

dispositions and the academic performance of Early Childhood Education (ECE) pre-service 

teachers at Central Mindanao University (CMU). The approach involved collecting numerical data 

through surveys and analyzing it statistically to determine patterns and correlations. The descriptive 

aspect measured the levels of dispositions (e.g., responsibility, integrity, sensitivity, enthusiasm, 



  
 

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communication, and reflection) and academic performance, while the correlational aspect assessed 

how these disposition variables related to and affected each other and how they related to academic 

performance. 

This study was conducted at Central Mindanao University (CMU), specifically within the 

College of Education. The study utilized a complete enumeration to select participants, focusing 

on second- and third-year students enrolled in the Bachelor of ECE program during the second 

semester of the Academic Year 2024–2025, with a total of 64 pre-service teachers ultimately 

participating. The tool used to gather data was a structured questionnaire adapted and modified 

from the Bradley-Isaac Assessment of Pre-service Teacher Dispositions. This validated instrument 

measured the extent of required dispositions among ECE pre-service teachers in checklist and 

questionnaire forms, with each disposition assessed using a Likert-type scale ranging from Strongly 

Agree (5) to Strongly Disagree (1). The tool underwent pilot testing, resulting in a Cronbach's 

Alpha of 0.9066975, which indicated excellent internal consistency. In obtaining the General 

Weighted Average (GWA) data of the respondents, the researchers sent a letter to the College 

Dean requesting permission to access the grades. 

The data were obtained from second and third-year ECE students at CMU. The researchers 

distributed the adapted Bradley-Isaac Assessment of Pre-service Teacher Dispositions 

questionnaire during class sessions or at designated times, with permission from the author. Each 

respondent was fully informed about the study's purpose, and their consent was obtained prior to 

participation, ensuring it was voluntary and that confidentiality was maintained. The completed 

questionnaires were collected in paper form at the end of each session. In addition to the survey 

responses, the program adviser provided data on academic performance in the form of GWAs. 

This dual approach allowed the researchers to conduct analyses on both dispositional and 

academic performance data, providing a well-rounded insight into the relationship between the 

two variables. 

 

Result And Discussion 

Dispositions of early childhood education pre-service teachers 

Table I. Levels of Dispositions of Early Childhood Education Pre-service Teachers in terms 

of Responsibility 

STATEMENT DR MEAN INTERPRETATION 

I attend class regularly. Strongly Agree    4.59 Very High 

I complete assignments and 

other course responsibilities. 
Strongly Agree 4.50 Very High 

I meet work submission 

deadlines. 
Strongly Agree 4.28 Very High 

I assume responsibility when 

working with others. 
Strongly Agree 4.25 Very High 

I arrive at class on time.  Agree 4.05 High 

I keep scheduled appointments 

with program faculty. 
Agree 3.73 High 

OVERALL Strongly Agree    4.23 Very High 

 



  
 

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Legend: 

Mean Range Descriptive Rating Interpretation 

4.21 – 5.00 Strongly Agree Very High 

3.41 – 4.20 Agree High 

2.61 – 3.40  Undecided Moderate 

1.81 – 2.60 Disagree Low 

1.00 – 1.80  Strongly Disagree Very Low 

 

The data reveals a strong sense of responsibility among Early Childhood Education (ECE) 

pre-service teachers. This is evidenced by their regular class attendance (mean = 4.59), consistent 

completion of assignments and other course responsibilities (mean = 4.50), and adherence to work 

submission deadlines (mean = 4.28). Furthermore, they demonstrate responsibility in group work 

(mean = 4.25), show punctuality in attending classes (mean = 4.05), and maintain scheduled 

appointments with program faculty (mean = 3.73). The overall mean score for responsibility is 

4.23. 

The consistently high mean scores across various indicators of responsibility, particularly 

the overall mean of 4.23, suggest that responsibility is a deeply ingrained quality within this group 

of pre-service teachers. Their dedication to learning, evident in high attendance and assignment 

completion, directly mirrors professional conduct, as highlighted by Wilkerson et al. (2020). The 

ability to meet deadlines and collaborate effectively in group work indicates strong organizational 

skills and a commitment to shared goals. The proactive approach to maintaining faculty 

appointments further underscores a dedication to holistic professional development, aligning with 

the observations of Notar et al. (2019). This overall strong showing of responsibility aligns with 

the emphasis by Zhang et al. (2022) on the critical need for teacher education programs to cultivate 

and assess responsibility across various dimensions. 

This high level of responsibility stems from a combination of factors. The university's 

culture actively fosters accountability, and the curriculum emphasizes time management and 

organizational skills. Teaching methodologies employed by faculty also encourage self-discipline 

and proactive engagement. Additionally, the selection process for pre-service teachers prioritizes 

candidates who already exhibit a strong sense of responsibility, leading to a self-selected group 

with these desirable traits. 

These findings have significant implications for the preparedness of these future educators. 

A strong sense of responsibility directly translates into effective teaching practices, as these 

individuals are well-equipped to manage the diverse demands of the profession. Their commitment 

to their studies and proactive approach to responsibilities results in a highly effective and organized 

classroom environment for their students. This consistent display of responsibility is a valuable 

asset in education, ensuring they are reliable, dependable, and capable educators who can create a 

positive and structured learning experience for young learners. This aligns with Hill's (2020) 

emphasis on the importance of strong dispositions in enhancing teacher candidate preparedness. 

Table II. Levels of Dispositions of Early Childhood Education Pre-service Teachers in terms 

of Integrity 



  
 

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STATEMENT DR MEAN INTERPRETATION 

I complete my own work. Strongly Agree 4.63 Very High 

I give credit to others' work using 

APA-formatted citations and 

references. 

Strongly Agree 4.45 Very High 

I adhere rigorously to the college's 

guidelines for academic integrity. 
Strongly Agree 4.45 Very High 

OVERALL Strongly Agree 4.51 Very High 

 

Legend:  

Mean Range Descriptive Rating Interpretation 

4.21 – 5.00 Strongly Agree Very High 

3.41 – 4.20 Agree High 

2.61 – 3.40  Undecided Moderate 

1.81 – 2.60 Disagree Low 

1.00 – 1.80  Strongly Disagree Very Low 

 

The data demonstrate high academic integrity among Early Childhood Education (ECE) 

pre-service teachers. This is supported by their consistent responses showing a strong commitment 

to ethical academic practices. Specifically, they report a high frequency of completing their work 

(mean = 4.63) and giving proper credit to others' work using APA-formatted citations and 

references (mean = 4.45). Furthermore, they consistently indicate adhering rigorously to the 

college's guidelines for academic integrity (mean = 4.45). The overall mean score for academic 

integrity is 4.51. 

The consistently high mean scores, particularly the overall mean of 4.51, strongly indicate 

that academic integrity is a deeply ingrained value for these pre-service teachers. Their commitment 

to completing original work and correctly citing sources reflects a fundamental understanding of 

plagiarism and the importance of academic honesty for effective teaching and professional success 

(Bradley et al., 2020). Adherence to college guidelines further underscores their dedication to 

upholding ethical standards. This high level of integrity is vital for fostering trust and credibility in 

educational environments (Wilkerson et al., 2020). It directly correlates with academic 

performance and professional growth (Fabelico & Afalla, 2023). 

This strong demonstration of academic integrity stems from several contributing factors. 

The university's culture emphasizes academic honesty and ethical conduct as core values. The 

curriculum itself provides explicit instruction on plagiarism and proper citation techniques. 

Additionally, teaching methods employed by faculty actively promote critical thinking and 

responsible scholarship, while the selection process for pre-service teachers prioritizes candidates 

who already exhibit high ethical standards. 

These findings have significant positive implications for the future teaching careers of these 

pre-service teachers. Their commitment to ethical academic practices is a powerful role model for 



  
 

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their future students, fostering a culture of honesty and accountability in their classrooms. Their 

understanding of plagiarism and proper citation ensures that they conduct themselves ethically in 

all their academic and professional endeavors. This high level of integrity is a valuable asset in 

education, promoting trust and creating a positive learning environment for students (Notar et al., 

2019). The consistent demonstration of integrity is a strong indicator of future success in the 

teaching profession, suggesting that the current program effectively prepares these pre-service 

teachers to uphold high ethical standards 

Table III. Levels of Dispositions of Early Childhood Education Pre-service Teachers in terms 

of Sensitivity 

STATEMENT DR MEAN 
INTERPRETA

TION 

I display sensitivity to social, cultural, 

ethnic, and religious differences. 
Strongly Agree  4.63 Very High 

I treat faculty and staff respectfully. Strongly Agree 4.88 Very High 

I treat peers respectfully. Strongly Agree 4.69 Very High 

OVERALL Strongly Agree 4.73 Very High 

 

Legend: 

Mean Range Descriptive Rating Interpretation 

4.21 – 5.00 Strongly Agree Very High 

3.41 – 4.20 Agree High 

2.61 – 3.40  Undecided Moderate 

1.81 – 2.60 Disagree Low 

1.00 – 1.80  Strongly Disagree Very Low 

 

The data indicate a remarkably high level of sensitivity among Early Childhood Education 

(ECE) pre-service teachers, with scores consistently in the "very high" range. This is reflected 

explicitly in their sensitivity to social, cultural, ethnic, and religious differences (mean = 4.63). Their 

interactions also show respectful treatment of faculty and staff (mean = 4.88) and respectful 

interactions with peers (mean = 4.69). The overall mean score for sensitivity is 4.73. 

The overwhelmingly high mean scores across all sensitivity indicators, particularly the overall 

mean of 4.73, strongly suggest that sensitivity is a deeply ingrained disposition within this group 

of pre-service teachers. Their ability to navigate and appreciate diversity (mean = 4.63) reflects an 

inclusive mindset, which aligns with Gleason (2021), who emphasizes sensitivity as a critical 

component for successful teaching outcomes. The consistently high scores for respectful 

interactions with faculty, staff, and peers (means of 4.88 and 4.69, respectively) further underscore 

a collaborative and supportive approach, vital for positive interactions in educational settings, as 



  
 

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highlighted by Ventista & Brown (2023). These results are consistent with Russell's (2021) 

emphasis on fostering sensitivity toward diversity to create inclusive classrooms. 

A confluence of factors influences this exceptionally high level of sensitivity. The university's 

strong commitment to producing globally competent graduates who demonstrate sensitivity plays 

a significant role. The curriculum and teaching practices emphasize empathy, cultural awareness, 

and respectful communication. Furthermore, the university's overarching culture and values 

promote inclusivity and respect, while the selection process for pre-service teachers prioritizes 

candidates who already possess these inherent qualities. 

The implications of these findings are substantial. These pre-service teachers are 

exceptionally well-equipped to cultivate nurturing and inclusive learning environments for young 

children, effectively addressing the diverse needs of students from varied backgrounds. Their 

respectful interactions with colleagues contribute to a positive and collaborative professional 

atmosphere. The findings suggest that the university's deliberate efforts to foster sensitivity are 

highly effective, providing a successful model for other institutions. This high level of sensitivity 

is a valuable asset in early childhood education, allowing educators to connect with children on a 

deeper level, fostering trust and understanding, and ultimately contributing to positive learning 

experiences for all children. 

Table IV. Levels of Dispositions of Early Childhood Education Pre-service Teachers in terms 

of Enthusiasm 

STATEMENT DR MEAN 
INTERPRETATI

ON 

I accept feedback and work to improve 

my skills.  
Strongly Agree 4.67 Very High  

I demonstrate a desire to learn. Strongly Agree 4.42 Very High 

I show concern for mastery of the 

material.  
Agree 4.16 High 

I share knowledge with the class. Agree 4.05 High 

OVERALL Strongly Agree 4.32 Very High 

 

Legend: 

Mean Range Descriptive Rating Interpretation 

4.21 – 5.00 Strongly Agree Very High 

3.41 – 4.20 Agree High 

2.61 – 3.40  Undecided Moderate 

1.81 – 2.60 Disagree Low 

1.00 – 1.80  Strongly Disagree Very Low 

 



  
 

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The data indicate a remarkably high level of sensitivity among Early Childhood Education 

(ECE) pre-service teachers, with scores consistently in the "very high" range. This is reflected 

explicitly in their sensitivity to social, cultural, ethnic, and religious differences (mean = 4.63). Their 

interactions also show respectful treatment of faculty and staff (mean = 4.88) and respectful 

interactions with peers (mean = 4.69). The overall mean score for sensitivity is 4.73. 

The overwhelmingly high mean scores across all sensitivity indicators, particularly the overall 

mean of 4.73, strongly suggest that sensitivity is a deeply ingrained disposition within this group 

of pre-service teachers. Their ability to navigate and appreciate diversity (mean = 4.63) reflects an 

inclusive mindset, which aligns with Gleason (2021), who emphasizes sensitivity as a critical 

component for successful teaching outcomes. The consistently high scores for respectful 

interactions with faculty, staff, and peers (means of 4.88 and 4.69, respectively) further underscore 

a collaborative and supportive approach, vital for positive interactions in educational settings, as 

highlighted by Ventista & Brown (2023). These results are consistent with Russell's (2021) 

emphasis on fostering sensitivity toward diversity to create inclusive classrooms. 

A confluence of factors influences this exceptionally high level of sensitivity. The university's 

strong commitment to producing globally competent graduates who demonstrate sensitivity plays 

a significant role. The curriculum and teaching practices emphasize empathy, cultural awareness, 

and respectful communication. Furthermore, the university's overarching culture and values 

promote inclusivity and respect, while the selection process for pre-service teachers prioritizes 

candidates who already possess these inherent qualities. 

The implications of these findings are substantial. These pre-service teachers are 

exceptionally well-equipped to cultivate nurturing and inclusive learning environments for young 

children, effectively addressing the diverse needs of students from varied backgrounds. Their 

respectful interactions with colleagues contribute to a positive and collaborative professional 

atmosphere. The findings suggest that the university's deliberate efforts to foster sensitivity are 

highly effective, providing a successful model for other institutions. This high level of sensitivity 

is a valuable asset in early childhood education, allowing educators to connect with children on a 

deeper level, fostering trust and understanding, and ultimately contributing to positive learning 

experiences for all children. 

 

STATEMENT DR MEAN 
INTERPRETATI

ON 

I use appropriate language in online 

discussions, emails, and course meetings.  
Strongly Agree 4.39 Very High 

I am a thoughtful and responsive listener 

in online discussions and course meetings.  
Agree 4.20 High 

I maintain emotional control.  Agree 4.20 High 

I communicate in a logical and organized 

manner. 
Agree 4.17 High 



  
 

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I clearly articulate ideas verbally and in 

written expression. 
Agree 4.08 High 

I use correct spelling, grammar, and 

punctuation. 
Agree 4.06 High 

OVERALL Agree 4.18 High 

 

Legend: 

Mean Range Descriptive Rating Interpretation 

4.21 – 5.00 Strongly Agree Very High 

3.41 – 4.20 Agree High 

2.61 – 3.40  Undecided Moderate 

1.81 – 2.60 Disagree Low 

1.00 – 1.80  Strongly Disagree Very Low 

 

The data indicate a high level of communication proficiency among early childhood 

education (ECE) pre-service teachers. This is evident across various modalities, including their 

appropriate language use in online discussions, emails, and course meetings (mean = 4.39) and 

their ability to be thoughtful and responsive listeners in these settings (mean = 4.20). They also 

demonstrate emotional control (mean = 4.20) in their communication, communicate in a logical 

and organized manner (mean = 4.17), and are proficient in articulating ideas both verbally and in 

writing (mean = 4.08). Furthermore, they consistently use correct spelling, grammar, and 

punctuation (mean = 4.06). The overall mean score for communication is 4.18. 

The consistently high mean scores, particularly the overall mean of 4.18, strongly suggest 

that these pre-service teachers possess well-developed communication skills crucial for effective 

teaching. Their appropriate language use and active listening abilities are vital for building 

credibility and positive relationships (Wilkerson et al., 2020). Demonstrating emotional control, 

logical organization, and proficiency in verbal and written expression highlights their maturity and 

clarity of thought. As noted by Zhang et al. (2022), mastery of communication basics like spelling 

and grammar forms the foundation for professional interaction in teaching. These skills are not 

innate but are fostered by a curriculum emphasizing effective communication strategies, teaching 

methods that encourage open dialogue, and a university culture promoting clear and respectful 

communication, aligning with Bradley et al. (2020) and Sahana & Vijila (2015). 

This strong communication proficiency results from deliberate cultivation within the 

university environment. The curriculum should include specific modules or activities focused on 

developing communication skills relevant to educators. Teaching methodologies incorporate 

group discussions, presentations, and written assignments that require precise and effective 

communication. Furthermore, the university culture fosters an environment where clear, 

respectful, and professional communication is expected and encouraged among all community 

members, reinforcing these skills. 

These findings have significant implications for the future careers of these pre-service 



  
 

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teachers. Their strong communication skills enable them to effectively build rapport with students, 

parents, and colleagues, fostering a positive and collaborative learning environment. Their ability 

to articulate ideas clearly enhances the learning experience for their students, making complex 

concepts more accessible. Written and verbal communication proficiency facilitates effective 

professional development and collaboration with peers. 

Table VI. Levels of Dispositions of Early Childhood Education Pre-service Teachers in terms 

of Reflection 

STATEMENT DR MEAN 
INTERPRET

ATION 

I connect prior knowledge and new information.  Strongly Agree 4.42 Very High 

I demonstrate the characteristics of a reflective 

practitioner in course discussions, assignments, 

and meetings. 

Agree 4.16 High 

I connect theory with practice. Agree 3.89 High 

OVERALL Agree 4.16 High 

 

Legend: 

Mean Range Descriptive Rating Interpretation 

4.21 – 5.00 Strongly Agree Very High 

3.41 – 4.20 Agree High 

2.61 – 3.40  Undecided Moderate 

1.81 – 2.60 Disagree Low 

1.00 – 1.80  Strongly Disagree Very Low 

 

The data demonstrates a strong capacity for reflection among early childhood education 

(ECE) pre-service teachers. Their scores indicate a high level of reflective practice, evidenced by 

their demonstration of the characteristics of a reflective practitioner in course discussions, 

assignments, and meetings (mean = 4.16). They consistently show an ability to connect prior 

knowledge with new information (mean = 4.42) and effectively connect theory with practice (mean 

= 3.89 and 4.16). The overall mean score for reflection is high, underscoring its significant role in 

their professional development. 

The high mean scores across various indicators, particularly the strong showing in 

demonstrating characteristics of a reflective practitioner (mean = 4.16), suggest a deep engagement 

with self-assessment and continuous improvement, aligning with recommendations for teacher 

education programs (Zhang et al., 2022). Their consistent ability to connect prior knowledge with 



  
 

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new information (mean = 4.42) highlights a thoughtful and proactive approach to learning, crucial 

for fostering more profound understanding and critical thinking (Gleason, 2021). Furthermore, 

the robust ability to connect theory with practice (means of 3.89 and 4.16) indicates that these pre-

service teachers can translate theoretical concepts into practical classroom strategies, a key benefit 

emphasized by Darling-Hammond (2017) and Sahana & Vijila (2015). 

This strong reflective disposition is a cultivated trait, not merely innate. The university's 

curriculum emphasizes reflective practices and encourages critical analysis of teaching methods. 

Faculty teaching methodologies also promote self-assessment and peer feedback, actively fostering 

a culture of reflection. Furthermore, the university's overarching culture encourages continuous 

self-improvement and professional growth, creating an environment where reflection is highly 

valued. 

The implications of these findings are highly significant. These pre-service teachers are well-

equipped to adapt to the dynamic challenges of the teaching profession. Their reflective approach 

enables them to refine their teaching practices, enhancing their effectiveness continuously. Their 

ability to bridge the gap between theory and practice ensures that their teaching is informed by 

pedagogical principles and grounded in practical application. This reflective capacity is a valuable 

asset for future educators, allowing them to adapt to evolving demands, contribute to continuous 

improvement, and ultimately enhance learning outcomes for young children. It is crucial for their 

professional growth and the creation of effective learning environments. 

Table VII. Overall Levels of Dispositions of Early Childhood Education Pre-service Teachers 

STATEMENT DR MEAN INTERPRETATION 

Responsibility  Strongly Agree 4.23 Very High 

Integrity  Strongly Agree 4.51 Very High 

Sensitivity  Strongly Agree 4.73 Very High 

Enthusiasm Strongly Agree 4.32 Very High 

Communication Agree 4.18 High 

Reflection Agree 4.16 High 

OVERALL Strongly Agree 4.35 Very High 

 

Legend: 

Mean Range Descriptive Rating Interpretation 

4.21 – 5.00 Strongly Agree Very High 

3.41 – 4.20 Agree High 

2.61 – 3.40  Undecided Moderate 



  
 

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1.81 – 2.60 Disagree Low 

1.00 – 1.80  Strongly Disagree Very Low 

 

The study reveals overwhelmingly positive results regarding the dispositions of early 

childhood education (ECE) pre-service teachers. They demonstrate a strong sense of responsibility 

(mean = 4.23), high levels of integrity (mean = 4.51), consistently strong sensitivity (mean = 4.73), 

and considerable enthusiasm (mean = 4.32). Their communication skills (mean = 4.18) and 

reflective capacities (mean = 4.16) are also high. The overall mean score for all measured 

dispositions is 4.35. 

The consistently high mean scores across all dispositions indicate that these pre-service 

teachers possess robust professional qualities crucial for effective teaching. Their responsibility 

reflects a commitment to duties and student well-being (Hill, 2020), while high integrity scores 

underscore ethical conduct (Bradley et al., 2020). Strong sensitivity is vital for promoting inclusivity 

(Russell, 2021), and enthusiasm enhances student engagement and teaching practices (Wilkerson 

& Lang, 2017). Their reflective capacities suggest a commitment to continuous professional 

development and adaptability. While generally high, communication and reflection scores, though 

still in the "high" range, suggest slight opportunities for refining written and verbal expression and 

better-bridging theory with practice, as noted by Zhang et al. (2022) and Gleason (2021). 

This high level of preparedness is a product of multifaceted factors within the university's 

teacher education program. The curriculum integrates and emphasizes these key dispositions 

through coursework and assignments. Teaching methods promote these qualities through active 

learning, collaborative projects, and opportunities for self-reflection. Furthermore, the university 

culture actively fosters a supportive environment that encourages ethical conduct, empathy, and 

professional growth. It is also probable that the selection process for pre-service teachers 

prioritizes candidates who already demonstrate these positive dispositions, aligning with 

comprehensive strategies advocated by Ventista and Brown (2023). 

The implications of these findings are substantial. These pre-service teachers are well-

positioned to become highly effective and ethical educators. Their strong dispositions in 

responsibility, integrity, sensitivity, enthusiasm, communication, and reflection enable them to 

create positive, engaging, and inclusive learning environments for young children. Their 

commitment to continuous professional development, evidenced by their reflective capacity, 

ensures their adaptability in the ever-evolving landscape of early childhood education. The results 

strongly highlight the importance of nurturing these dispositions within teacher education 

programs to cultivate high-quality future educators. 

 

Academic Performance of Early Childhood Education Pre-service Teachers 

Descriptive Statistics 

 N Minimum Maximum Mean Std. Deviation 

Academic Performance (GWA) 64  
2.03 
 

1.39 1.6333 .16787 
Valid N (listwise) 64 



  
 

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Legend: 

Mean Range Descriptive Rating Interpretation 

4.21 – 5.00 Strongly Agree Very High 

3.41 – 4.20 Agree High 

2.61 – 3.40  Undecided Moderate 

1.81 – 2.60 Disagree Low 

1.00 – 1.80  Strongly Disagree Very Low 

The academic performance of the 64 early childhood education pre-service teachers 

demonstrates substantial overall achievement. Their General Weighted Averages (GWAs) ranged 

from 1.39 to 2.03, with a mean of 1.6333 and a standard deviation of 0.16787. 

This data indicates a commendable level of academic success within the group. The mean GWA 

of 1.6333 comfortably falls within a strong academic performance range. The relatively low 

standard deviation (0.16787) is particularly noteworthy, suggesting that the scores are tightly 

clustered around the mean with minimal variation among participants. This consistency in 

performance points to a high degree of academic preparedness among these future educators and 

their ability to consistently meet academic expectations. 

This strong academic success is a confluence of several factors. Individual motivation and 

effective study habits among pre-service teachers certainly play a role. Furthermore, the university's 

curriculum, teaching methods, and overall academic culture contribute significantly to this positive 

outcome by fostering a supportive and rigorous learning environment. The consistency in scores 

across the cohort also suggests that the program effectively prepares a uniformly well-prepared 

group of future educators. 

These findings align with research emphasizing a positive correlation between strong 

dispositions (like responsibility and integrity) and higher academic achievement among pre-service 

teachers (Fabelico & Afalla, 2023). The high mean GWA and slight standard deviation strongly 

suggest that these pre-service teachers are well-prepared academically for the demands of the 

teaching profession. This academic success is a valuable asset, demonstrating their ability to handle 

the intellectual rigor of the profession and apply their knowledge effectively. The results highlight 

the importance of maintaining high academic standards in teacher education programs and indicate 

that the current program effectively produces graduates who are consistently well-prepared to be 

effective educators. 

Relationship on The Levels of Disposition of Early Childhood Education Pre-Service 

Teachers and Their Academic Performance 

To determine the statistical test used, either parametric or non-parametric, the statistician 

first conducted the normality test for the data on each variable. The result is below: 



  
 

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Tests of Normality 

 

Kolmogorov-Smirnova Shapiro-Wilk 

Statistic df Sig. Statistic df Sig. 

Responsibility .163 64 .000 .952 64 .014 

Integrity .235 64 .000 .883 64 .000 

Sensitivity .311 64 .000 .741 64 .000 

Enthusiasm .134 64 .006 .948 64 .009 

Communication .088 64 .005 .979 64 .006 

Reflection .163 64 .000 .937 64 .003 

GWA .138 64 .004 .941 64 .004 

 

The result indicates that both variables do not meet the normal distribution, as p<0.05.  

Thus, the non-parametric test (Spearman-rho) is applied to analyze data. 

 

CORRELATION 

A
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P
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fo

rm
an

ce
 

R
es

p

o
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si
b

il
it

y 
In

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g

ri
ty

 

S
en

si

ti
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it

y 

E
n

th

u
si

as

m
 

C
o

m

m
u
n

i

ca
ti

0

n
 

R
ef

le

ct
io

n
 

Academic 

Performance 

Spearman’s rho 1.000 -.229 -.242 -.197 -.064 .297* .316* 

Sig. (2-tailed) . .069 .054 .118 .615 .017 .011 

Responsibility Spearman’s rho -.229 1.000 .487** .345** .553** .620** .382** 

Sig. (2-tailed) .069 . .000 .005 .000 .000 .002 

Integrity Spearman’s rho -.242 .487** 1.000 .493** .498** .565** .565** 

Sig. (2-tailed) .054 .000 . .000 .000 .000 .000 

Sensitivity Spearman’s rho -.197 .345** .493** 1.000 .359** .440** .431** 

Sig. (2-tailed) .118 .005 .000 . .004 .000 .000 

Enthusiasm Spearman’s rho -.064 .553** .498** .359** 1.000 .552** .575** 

Sig. (2-tailed) .615 .000 .000 .004 . .000 .000 

Communicatio

n 

Spearman’s rho -.297* .620** .565** .440** .552** 1.000 .725** 

Sig. (2-tailed) .017 .000 .000 .000 .000 . .000 

Reflection Spearman’s rho -.316* .382** .565** .431** .575** .725** 1.000 

Sig. (2-tailed) .011 .002 .000 .000 .000 .000 . 

 



  
 

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Academic Performance and Dispositions The correlation analysis using Spearman's rho 

reveals varying levels of relationships between academic performance and the dispositions of Early 

Childhood Education pre-service teachers. Notable findings include: 

• Communication (r= 0.297, p=0.017, r= 0.297, p = 0.017) and Reflection (r=0.316, 

p=0.011, r = 0.316, p = 0.011) both exhibit significant correlations with academic 

performance. This suggests that while these dispositions are valuable in professional 

growth, they may be inversely related to academic success in this specific context. This 

phenomenon reflects challenges in balancing reflective practices and communication with 

academic rigor, as suggested by Ventista & Brown (2023), who emphasize the complexity 

of disposition development alongside academic demands. 

• Other dispositions, such as Responsibility (r=−0.229, p=0.069r = -0.229, p = 0.069), 

Integrity (r=−0.242, p=0.054r = -0.242, p = 0.054), Sensitivity (r=−0.197, p=0.118r = -

0.197, p = 0.118), and Enthusiasm (r=−0.064, p=0.615r = -0.064, p = 0.615), show 

positive but statistically non-significant correlations with academic performance. These 

results suggest a limited direct interaction between these dispositions and academic 

performance in this cohort. 

Interrelationships Among Dispositions The correlation matrix highlights strong 

interrelationships among dispositions: 

• Communication and Reflection (r=0.725, p<0.001r = 0.725, p < 0.001) exhibit the 

strongest positive correlation, emphasizing the interconnected nature of clear 

communication and reflective practices in professional development. 

Responsibility, Integrity, and Sensitivity also show significant positive correlations, 

reinforcing the idea that dispositions develop collectively as part of a teacher's overall competence. 

For example, Responsibility and Communication (r=0.620, p<0.001r = 0.620, p < 0.001) 

demonstrate a notable link, aligning with Sahana & Vijila (2015), who highlight communication as 

a critical component of professional accountability 

 

Conclusion 

The findings confirm that ECE pre-service teachers at CMU exhibit strong dispositional 

traits and academic capability. Reflection and communication relate significantly to academic 

performance, suggesting that students actively engage in thoughtful learning and practical 

expression are more likely to excel in their studies. The positive correlation is expected and 

favorable in this context, as GWA is inversely scaled (lower GWA = higher academic 

performance). Therefore, the results support the hypothesis that positive dispositions contribute 

to academic success. Although not all dispositions showed statistically significant correlations, their 

consistently high levels highlight the effectiveness of CMU’s teacher education program in 

fostering holistic development. The study reinforces the importance of addressing cognitive and 

non-cognitive skills in preparing future educators 

 

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