Science and Mathematics Teachers’ Educational Philosophies and Teaching Style Preferences

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Jocelyn L. Reyes


Purpose of the Study:  This research examined the instructional ideologies and teaching style preferences of identified science and mathematics teachers at the different levels: primary , secondary (junior and senior) and tertiary in Region IV, Philippines.

Methodology: The results were gathered using a 40-item questionnaire evaluating educational theory and a 24-item Stafforshire Teaching Styles Assessment (SETS). Stratified random sampling has been introduced to rank the 200 participants in the research. This work employed the framework of descriptive-correlation to determine the findings.

Main Findings:  The study reveals that most secondary and tertiary teachers are progressivsits whilst most elementary teachers are essentialists. A few found themselves perennialist. It may be argued that science and math teachers subscribe to the ideology of intellectual progressivism, preceded by fundamentalism, then existentialism and social reconstructionism. The least to hang on to is perennialism.

Application of this Study: The most studied theory, progressivism, fits in with the accompanying instructional approach, the open yet constructive form of all-round learning. Both progressivism and the agile and versatile all-round model are student-centric and are in line with K to 12 curriculum's Philippine intellectual base. Teachers attach importance to students' needs, recognizing the students' presence as the learning cycle's nucleus. Students are given the ability to make their own learning decisions and to help design the learning cycle.

Novelty/Originality of this Study: The wide variety of skills and techniques that the science and mathematics teachers employ to keep students organized, focused, attentive and academically productive are in consonance with their philosophies of education and teaching style preferences. Educational settings in many parts of the world continuously change. Swift developments and vast innovations equip both teachers and learners with adaptation mechanisms to simultaneously swirl with the fast changing world. However, there are also status quo elements in the system like educational philosophies and teaching style preferences.


Hence, the researcher was inspired to conduct this study.

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