Disposition And Academic Performance Of Early Childhood Education Pre-Service Teachers

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.

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