Teachers’ Agreement and Manifestation of Educational Philosophies
DOI:
https://doi.org/10.47750/jett.2023.14.03.003Keywords:
Existentialism, idealism, pragmatism, realism, teacher’s role, teaching strategiesAbstract
This study sets forth the philosophical frameworks of teachers in the teaching-learning process. The descriptive-correlational research design was utilized in determining the teachers’ extent of agreement and extent of manifestation of educational philosophies. It is revealed in this study that the respondents have very strong agreement and manifestation of the philosophy of idealism; with no
significant difference in their agreement and manifestation of the idealism and existentialism, while with significant difference in realism and pragmatism as regards sex, while no significant difference in all the four philosophies with reference to age, civil status, and along seminar, trainings, and workshops. On the other hand, there is a significant relationship between the teacher’s extent of
agreement and extent of their pedagogical manifestation in all the four philosophies of education along teacher’s role, teaching strategies, classroom management, and curriculum.