Teachers’ Pedagogical Beliefs and Classroom Practices in Teaching Science
DOI:
https://doi.org/10.11594/Keywords:
Pedagogical Beliefs, Classroom Practices, Science Teaching, Elementary Teachers, Descriptive Research, Zone II, Division of ZambalesAbstract
The study aimed to determine the teachers’ pedagogical beliefs and classroom practices among elementary schools in Zone II, Division of Zambales. A descriptive research design was employed using a survey questionnaire as the primary instrument for data collection. Descriptive and inferential statistics were used to analyze and interpret the data. Findings revealed that the majority of the teacher-respondents were female, in middle adulthood, with MAED units, holding the position of Teacher I, and relatively new in the service. The respondents strongly agreed on both teacher-centered and student-centered pedagogical beliefs. Results further showed that there was no significant difference in teachers’ pedagogical beliefs and classroom practices in teaching science when grouped according to profile variables. However, a significant relationship was found between teachers’ pedagogical beliefs and their classroom practices, indicating a high correlation between the two. The effective use of strategies to reduce teachers’ and students’ resistance in science teaching requires purposeful developmental planning and the integration of active learning strategies. Moreover, the integration of technology in classroom instruction has the potential to promote more student-centered and constructivist beliefs among teachers. The study recommends that teachers employ differentiated activities and teaching strategies based on students’ learning needs and conduct action research to further improve the teaching and learning process. Future researchers are encouraged to conduct broader and more in-depth studies to validate the findings.
Downloads
References
Aghazo, A., & NaggarGaad, E. (2004). Teach-ers’ attitudes toward inclusion: A com-parative study. Journal of Inclusive Edu-cation, 8(4), 287–305.
Aloka, P. J. O., & Bojuwoye, O. (2013). Decision making and risk behaviour among early versus experienced teachers. Journal of Educational Psychology, 105(4), 1117–1126.
Alquarini, E. (2012). Gender and inclusive ed-ucation attitudes among teachers. Inter-national Journal of Educational Research, 56, 45–53.
Amiryousefi, M. (2015). Teachers’ beliefs and classroom practices. Journal of Language Teaching and Research, 6(3), 563–570. https://doi.org/10.17507/jltr.0603.10
Biyani, P. (2013). Teacher burnout across ages and experience levels. International Journal of Educational Management, 27(8), 834–850.
Bongco, R. A., & Abenes, S. (2019). Gender dy-namics in Philippine basic education: Caregiving roles and professional pat-terns. Philippine Journal of Education, 98(1), 12–30.
Bryan, L. A. (2012). Research on science teacher beliefs. In B. J. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (pp. 477–495). Springer. https://doi.org/10.1007/978-1-4020-9041-7_32
Burman, E. (2007). Deconstructing develop-mental psychology (2nd ed.). Routledge.
Cristillo, L. (2010). Teacher-centered peda-gogy: Historical roots and contemporary critique. Journal of Educational Thought, 44(2), 123–142.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psy-chometrika, 16(3), 297–334. https://doi.org/10.1007/BF02310555
Deng, F. (2014). Exploring teachers’ pedagogi-cal beliefs and their impact on teaching practices. Teaching and Teacher Educa-tion, 39, 73–85. https://doi.org/10.1016/j.tate.2014.01.002
Deng, F., Chai, C. S., Tsai, C.-C., & Lee, M.-H. (2014). The relationships among teach-ers’ epistemic beliefs, pedagogical beliefs, and teaching practices. Educational Psy-chology, 34(6), 771–795. https://doi.org/10.1080/01443410.2013.806394
Department of Education. (2007). DepEd Or-der No. 66, s. 2007: Revised guidelines on appointment and promotion of teaching, related teaching, and non-teaching posi-tions.
Department of Education. (2020). Basic educa-tion curriculum guide.
Ding, A.-C. E. (2019). Teachers’ pedagogical beliefs and instructional practices. Jour-nal of Education and Learning, 8(2), 1–10. https://doi.org/10.5539/jel.v8n2p1
Ding, A.-C. E., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2019). Teacher beliefs and instructional decision-making. Educa-tional Technology Research and Devel-opment, 67(3), 661–682. https://doi.org/10.1007/s11423-018-9620-y
Ertmer, P. A. (2012). Teacher pedagogical be-liefs and classroom technology use. Com-puters & Education, 59(2), 423–435. https://doi.org/10.1016/j.compedu.2012.01.014
Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statisti-cal power analysis program for the social, behavioral, and biomedical sciences. Be-havior Research Methods, 39(2), 175–191. https://doi.org/10.3758/BF03193146
Haney, R., Lumpe, A., & Czerniak, C. (2002). Learning to teach with technology: Itera-tive change in beliefs and practices. Jour-nal of Science Education and Technology, 11(2), 147–165.
Harris, D. N., & Sass, T. R. (2007). Teacher training, experience, and effectiveness: Implications for policy. American Eco-nomic Review, 97(2), 281–286.
Jeanna, M. (2009). Teacher beliefs and class-room practices: Foundations for instruc-tional decisions. Journal of Teacher Edu-cation, 60(4), 427–441.
Kothari, C. R. (2004). Research methodology: Methods and techniques (2nd rev. ed.). New Age International Publishers.
Ladd, H. F. (2008). Teacher effectiveness and career longevity. Education Economics Review, 15(1), 1–28.
Lamar, B. (2005). Quantitative research design and methods. Academic Press.
Lee, J., & Lee, Y. (2016). Gender and primary education: Cultural interpretations of caregiving and teaching. International Review of Education, 62(5), 643–661.
Liu, S.-H. (2011). Factors related to pedagogi-cal beliefs of teachers and technology in-tegration. Computers & Education, 56(4), 1012–1022. https://doi.org/10.1016/j.compedu.2010.12.001
Organisation for Economic Co-operation and Development. (2008). Education at a glance 2008: OECD indicators. OECD Pub-lishing.
Oech, R. (2007). Creativity and the right brain: Understanding creative teaching and learning. Wiley.
Pārresoru koordinācijas centrs. (2012). Na-tional development plan of Latvia 2014–2020. Cross-Sectoral Coordination Cen-tre.
Pellegrino, J. W., & Hilton, M. L. (2013). Educa-tion for life and work: Developing
transferable knowledge and skills in the 21st century. National Academies Press.
Sekaran, U. (2003). Research methods for busi-ness: A skill-building approach (4th ed.). John Wiley & Sons.
Sommers, C. H. (2008). The war against boys: How misguided feminism is harming our young men. Simon & Schuster.
Suryabarata, T. (2003). Metodologi penelitian. Rajawali Press.
Tondeur, J. (2016). Teachers’ pedagogical be-liefs and technology use in education. Educational Technology Research and Development, 64(4), 555–575. https://doi.org/10.1007/s11423-016-9452-5
Tondeur, J., van Braak, J., Ertmer, P. A., & Ot-tenbreit-Leftwich, A. (2016). Understand-ing the relationship between teachers’ pedagogical beliefs and technology use. Computers & Education, 94, 1–11. https://doi.org/10.1016/j.compedu.2015.11.009
Tūna, A., Brante, G., & Helmane, I. (2014). Teachers’ beliefs and pedagogical prac-tices in inclusive education. Procedia – Social and Behavioral Sciences, 112, 740–746. https://doi.org/10.1016/j.sbspro.2014.01.1215
Wood, C. (2012). Gender roles in education and administration: Trends and challeng-es. Educational Leadership Journal, 69(2), 18–24.
Wylie, C. (2000). Teacher induction and early career patterns. In K. Leithwood & P. Hal-linger (Eds.), Second international hand-book of educational leadership and ad-ministration (pp. 827–848). Springer.
Zafer, S., & Aslihan, G. (2012). Age and teach-ing effectiveness: Classroom management and pedagogy. Journal of Teacher Educa-tion, 63(3), 195–206.
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2026 Yodel D. Dizon
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
