Self-Evaluation of Alumni-Teachers’ Proficiency in Addressing Learner Diversity, Spiritual Maturity, and Christian Witness

Abstract

This study evaluates the competence of the teacher alumni in two key areas: Diversity of Learners and Spiritual Maturity and Christian Witness - in both of which the graduates were found to be prepared as early childhood educators. In this regard, the alumni scored "Very Good" in the Diversity of Learners with 4.01, with the following strength in differentiated instructions to learners’ gender, needs, strengths, and interests. Lower scores on the other hand were found if it should be on culturally responsive strategies as applied to indigenous learners. Interviews revealed the use of adaptive teaching methods, collaboration with parents, and adherence to Bruner's scaffolding theory, emphasizing the value of personalized approaches to meet diverse needs. In the Spiritual Maturity and Christian Witness category, alumni were according their highest overall rating (4.46), indicative of a very strong belief in the teaching of discipline through faith. They believe that living their lives in accordance with God’s Word and referencing biblical tales in their lessons are in agreement with the framework of Palmer, Stonehouse, and Horne. Coded responses indicate the modes of nurturing spiritual consciousness and promoting godly communion but there are still areas for improvement, such as inclusivity and personal growth in spirituality. The alumni possess a very high level of proficiency in handling the various learner needs while exemplifying also in Christian values. There is also the urgent need for continued professional development in culturally inclusive teaching and spiritual mentorship.