Developmentally Appropriate Practice (DAP), a well-received framework by educators, is based on the research of children’s learning and development that suggests the best practices in early childhood education. While teacher beliefs were found to have an impact on instructional practices, there appears to have an inconsistency between teacher beliefs and teachers’ instructional practices. This paper argues that the role of Langer’s mindfulness— the process of drawing novel distinctions, could possibly moderate the association between teacher beliefs and their instructional practices. Hence, through moderator analysis of Structural Equation Modeling (SEM), the study examined how mindfulness moderates the relationship between teacher beliefs and practices. A total of 356 public school Kindergarten teachers in Makati City, Manila City, and Quezon City, Metro Manila Philippines were purposively selected. These teacher-respondents accomplished a three-part survey instrument consisted of a demographic survey, the 73-item Teacher Beliefs and Practices Survey of Kim and Buchanan (2009), and the 14-item Langer Mindfulness Survey of Pirson and colleagues (2012). Data gathered was treated with descriptive and inferential statistics as well as Confirmatory Factor Analysis in SEM. Major findings of the study revealed that demographic variables such as age, educational attainment, and teaching and training experiences do not lead to better adoption of DAP. However, age (r=-.14, p<.01), educational attainment (r=-.11, p<.05), and teaching experience (r=-.19, p<.01) are significant and have a slight negative correlation with Developmentally Inappropriate Practice Classroom Management. Further, no marked differences were noted in the adoption level of DAP between the specialized and non-specialized teachers. Results also showed that Filipino Preschool Teacher beliefs have a direct relationship with their stated practices (β =.45, p<.01) and it appears that it is not being moderated by mindfulness (β=-.09, p>.05). Interestingly, the study revealed that there is a significant and has a slight positive relationship between teachers’ training and mindfulness (r=.12, p<.05) and that mindfulness has a direct effect on teacher practices (β=.20, p<.01). Lastly, Filipino pre-school teachers view themselves (M=2.37, SD=1.59) and the parents (M=2.99, SD=1.73) as the most influential factors in planning and implementing instruction after considering the needs of their students. The results of this research are valuable inputs in the early childhood education, particularly teacher beliefs and practices on Developmentally Appropriate Practice on the recently implemented Universal Kindergarten in the elementary public schools of the Philippines. Findings have pertinent implications on teacher practices, teacher policies, and future research in early childhood education. 

viii, 114 pages: illustrations (some color), portrait ; 21 cm x 29.7 cm.
Thesis : (Master of Arts in Education major in Curriculum and Instruction) - University of Santo Tomas, 2021. 

includes references and appendices.