Renti Oktaria, Hapidin, Mohamad. Syarif Sumantri, Yuli Rahmawati, Asep Supena
This mixed-methods study explored how self-assessment reveals early childhood teachers’ strengths and weaknesses across the pedagogical stages of planning, implementation, and evaluation. Quantitative data were collected from 152 purposively selected teachers in Central Lampung, Indonesia (June to December 2024) using a four-point Likert-scale questionnaire administered via Google Forms and analysed descriptively (frequencies and means). Qualitative data were generated through semi-structured interviews with nine interviewees (two supervisors, three principals, and four teachers) and analysed using Braun and Clarke’s thematic analysis, with triangulation across survey results, interviews, and relevant policy documents. Survey findings indicated stronger perceived competence in planning (M = 2.48; 49% “understand”) and implementation (M = 2.67; 52%), but weaker competence in evaluation (M = 2.34; 56% “not understood/very unclear”). Interview data endorsed these patterns, underscoring structured lesson planning and adaptive media use as strengths, while limited autonomy, inconsistent pedagogical enactment, and low assessment literacy emerged as persistent barriers. Overall, self-assessment supported reflective diagnosis; however, sustained and targeted mentoring is needed, prioritising assessment and instructional follow-up, technology integration, and holistic play-based practice. © 2026, Western Australian Institute for Educational Research Inc.. All rights reserved.
Universitas Negeri Jakarta, Indonesia
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