Readiness and Performance of Early Childhood Pre-service Teachers of Central Mindanao University

This study examined the readiness and academic performance of third year Early Childhood Education (ECE) pre-service teachers at Central Mindanao University for the academic year 2024-2025. Specifically, it sought to: (1) identify the readiness level of Early Childhood pre-service teachers across the following domains: Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners, Curriculum and Planning, Assessment and Reporting, Community Linkages and Professional Engagement, and Personal Growth, and Professional Development. (2) evaluate the academic performance of early childhood pre-service teachers; and (3) determine the significant relationship between pre-service teachers’ readiness and their academic performance. Findings revealed satisfactory levels of readiness overall, particularly in the Learning Environment and Professional Development domains. However, notable weaknesses were identified in the Diversity of Learners domain. Academic performance remained high; however, there was no significant correlation between readiness and achievement. This suggests that theoretical proficiency does not necessarily translate into practical readiness for teaching. The study highlights the importance of experience-based, integrated teacher education to bridge this gap.