Educational Philosophy and Instructional Practices of English Language Teachers in Public Secondary Schools
Herlyn Joy Pelipas, Josephine Baguio
Received: 22 December 2025; Revised: 04 February 2026; Accepted: 12 February 2026; Published: 15 February 2026
DOI: https://doi.org/10.66074/S5D4F3G2H
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 descriptive-correlational 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.
Keywords: assessment, educational philosophy, English teachers, instructional practices, secondary schools
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; [email protected]