Pedagogical resource utilization is problematic. This study determined the individual impact of Attitudes Toward the Use of Teaching Materials and Application of Instructional Material Practices as determinants of pedagogical resource utilization. Using a descriptive research design and involving 100 early childhood educators selected through random sampling, it was revealed that Teachers’ attitudes toward teaching materials, rather than their application practices, account for 88.5% of pedagogical resource utilization, partially affirming Sociocultural Theory. Future studies may utilize other variables identified through qualitative research to explain the remaining variance. At the same time, school administrators may implement programs that enhance teachers’ resourcefulness, appreciation of local materials, and resilience, thereby improving the pedagogical resource utilization of early childhood education teachers.