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Published in
Academic Frontiers
Level of Implementation and Teacher Attitude Towards Montessori Principles in Early Childhood Education
ACADEMIC FRONTIERS Multidisciplinary e-Publication, 2(3), 31-50, ISSN: 3082-4400, 2026.
Recommended Citation:
Rosello, J. I. (2026). Level of Implementation and Teacher Attitude Towards Montessori Principles in Early Childhood Education. ACADEMIC FRONTIERS Multidisciplinary e-Publication, 2(3), 31–50. https://doi.org/10.5281/zenodo.18917226
Author(s)
Rosello, Jacqueline I.
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 graduate-level 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.
Keywords: Development Education, Descriptive Method, Montessori Methods Principles, Attitude Level, Intervention Programs, Cebu City, Philippines
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