The Knowledge and Practices of the Primary School Teachers of Public Schools on Philosophy for Children: Basis for integration in the Teaching and Learning Process

Abstract

INTRODUCTION

Teachers are considered as "the backbone of the school" where there is learning, there should be a teacher. The teachers' primary role to develop their pupils. At the same time, they should possess good qualities, proper attitudes, and enough knowledge to nurture their learners. In connection with this, knowledge in philosophy for children is crucial in educating a child that is why a teacher should know and apply this.

METHODS

A descriptive-correlational method was used. This is the best method for collecting information that will demonstrate relationship and describe the world as it exists. A total of 135 teacher-respondents from the 10 schools in the district were surveyed through the use of questionnaires.

RESULTS

Based on the assessment on the knowledge of the teacher-respondents, all of the 21 indicators assessing the knowledge of the teacher on philosophy for children received a weighted mean which falls on "knowledgeable." This implies that teachers are knowledgeable on the details and lessons that involved the delivery and approach of philosophy for children. On the other hand, the assessment on the practice of teachers on the philosophy for children on the 21 indicators assessing the practice of philosophy for children falls on “practiced." It implies that the teachers duly performed and incorporated the practice. The results show that there is a significant relationship between the knowledge and practice of the teacher on philosophy for children. It also affirms that there is a very strong positive relationship between the two variables. The relationship is very strong positive which indicates that the higher the knowledge of the teachers on philosophy for children, the higher the extent of their practice. The relationship indicates a congruent direction value. This implies that the amount of knowledge on philosophy for children is strongly associated with the practice of this philosophy.

DISCUSSIONS

The results demonstrate teachers’ involvement in seminars and trainings will reinforce awareness, understanding, and adaptation of the principles of philosophy for children in the classroom setting and in lessons in general. The increase in knowledge will most likely contribute to the increase in practice of the teachers and vice-versa.