Home⇛Academic Frontiers⇛vol. 2 no. 3 (2026)

Level of Implementation and Teacher Attitude Towards Montessori Principles in Early Childhood Education

Jacqueline I. Rosello

Discipline: Teacher Training

 

Abstract:

This research examined the level of implementation and teacher attitudes towards Montessori Method principles in selected early childhood education centers during the school year 2024– 2025 to inform strategies for strengthening Montessori-based instructional practices. The findings reveal that the majority of teachers are experienced, predominantly female, mostly married, and hold advanced educational qualifications, with many having completed graduatelevel studies or possessing units toward master’s or doctorate degrees. Most have several years of professional experience, maintain very satisfactory performance ratings, and actively participate in relevant trainings, seminars, and workshops, reflecting their commitment to continuous professional growth. In terms of implementation, the majority consistently apply Montessori practices by maintaining well-prepared learning environments, effectively using Montessori materials, and fostering learner autonomy and independence. Regarding teacher attitudes, the findings show very positive perceptions, with educators recognizing the method’s effectiveness, adaptability to learners’ needs, and demonstrating a strong willingness to sustain its practices. Testing the relationship between implementation and attitude revealed a significant association, indicating that higher implementation levels reinforce positive attitudes and vice versa. Despite these strengths, teachers face challenges including inconsistencies in application, balancing Montessori with traditional practices, sustaining implementation, adapting to local contexts, and aligning assessments. Overall, the study underscores that the teachers are competent, committed, and capable of effectively implementing Montessori principles, highlighting their readiness to foster holistic learner development while identifying areas that require targeted support to ensure sustained and consistent application of Montessori practices.



References:

  1. Ansari, A., & Purtell, K. (2021). The benefits of Montessori education for disadvantaged students. Journal of Early Childhood Research, 19(2), 145–158.
  2. Barrett, J., & Hu, Y. (2021). Teacher attitudes toward alternative pedagogies: Implications for classroom innovation. International Journal of Early Years Education, 29(4), 389–404
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  10. Williams, S., & Johnson, A. (2023). Teacher perspectives on the effectiveness of Montessori strategies in early education. Journal of Educational Research and Practice, 13(2), 76–94.

Online Sources

  1. Department of Education (DepEd). (2021). Philippine Professional Standards for Teachers (PPST): Framework for teacher quality and effectiveness. Retrieved from https://www.deped.gov.ph
  2. Department of Education (DepEd). (2022). Early Childhood Care and Development Programs. Retrieved from https://www.deped.gov.ph
  3. Department of Education (DepEd). (2023). Guidelines on kindergarten and early childhood education implementation. Retrieved from https://www.deped.gov.ph
  4. United Nations Educational, Scientific and Cultural Organization (UNESCO). (2021). Learning through play and alternative pedagogies in early childhood. Retrieved from https://unesdoc.unesco.org
  5. United Nations Educational, Scientific and Cultural Organization (UNESCO). (2022). Global Education Monitoring Report: Non-traditional teaching approaches. Retrieved from https://unesdoc.unesco.org
  6. World Bank. (2022). Early learning and development in Southeast Asia: Challenges and opportunities. Retrieved from https://www.worldbank.org

Theses/Dissertations

  1. Cruz, M. (2021). Teacher adaptability and perceptions of Montessori methods in Philippine early childhood classrooms (Unpublished master’s thesis). University of the Philippines, Diliman.
  2. Lopez, A. (2022). Challenges and opportunities in implementing Montessori principles in kindergarten education (Doctoral dissertation). De La Salle University, Manila.
  3. Santos, R. (2023). Prepared learning environments and learner autonomy: A study on Montessori-based practices in public preschools (Master’s thesis). Ateneo de Manila University, Quezon City.
  4. Velasco, J. (2021). Teacher attitudes towards Montessori principles and their relationship to classroom effectiveness (Doctoral dissertation). University of Santo Tomas, Manila.

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