The Impact Of Educational Philosophies On Teaching Practices: A Study On The Reflection Of Different Philosophies In The Classroom

Abstract

This study aimed to explore the relationship between teachers' educational philosophies and their teaching practices in the classroom. The data were collected through surveys administered to a sample of 50 teachers in NU MOA, who represented different educational philosophies, including behaviorism, constructivism, essentialism, perennialism, and progressivism. The surveys included Likert-scale questions that assessed the teachers' beliefs about student-centered learning, teacher-centered learning, student engagement, rote memorization, integration of student interests, structured teaching approaches, character education, and teacher decision-making. The data analysis revealed that, on average, teachers' educational philosophies were aligned with their teaching practices, as indicated by similar mean values for both philosophies and practices. However, there was some variation among teachers in certain aspects, such as the extent of control and the weight given to assessments. Furthermore, the statistical analysis indicated no significant differences in teaching practices among teachers with different educational philosophies. These findings suggest a reasonable alignment between teachers' philosophies and practices, but further research with larger and more diverse samples is recommended to confirm and expand upon these results. The study recommends future research to explore additional factors influencing teaching practices, employ mixed-methods approaches, and consider contextual factors and professional development opportunities to enhance the alignment between educational philosophies and teaching practices.