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Home⇛International Journal of Transformative Multidisciplinary Studies⇛vol. 2 no. 1 (2026)

Educational Philosophy and Instructional Practices of English Language Teachers in Public Secondary Schools

Herlyn Joy Pelipas | Josephine B. Baguio

Discipline: Education

 

Abstract:

This study examined the relationship between educational philosophy and instructional practices among English language teachers in public secondary schools in the Paquibato District of Davao City. Utilizing a descriptivecorrelational design, the research surveyed teachers using a questionnaire assessing various philosophical domains (essentialism, perennialism, progressivism, social reconstructivism, and existentialism) and instructional practices (assessment for learning, ICT integration, and differentiated instruction). Overall, teachers reported highly extensive engagement in both their philosophical orientations and instructional methods. Existentialism emerged as the most prominent philosophy, while progressivism was the least. Regarding practices, ICT integration was prioritized most. Crucially, the analysis revealed a significant positive correlation between teachers' educational philosophies and their instructional practices. Furthermore, all philosophical domains significantly predicted instructional behaviors, with existentialism serving as the strongest predictor. Ultimately, the findings highlight that a teacher's philosophical foundation is deeply interconnected with how they assess students, utilize technology, and differentiate instruction.



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