Development of Enhancement Program in Correlation between Philosophical and Instructional Orientation of Selected Teachers in Padre Burgos District

Abstract

INTRODUCTION

This study pertains to the philosophical orientation and level of instructional teaching competence of teachers in Padre Burgos District, Province of Quezon. Philosophical orientation includes essentialism, perennialism, progressivism, existentialism, and behaviorism while instructional teaching competencies constitute instructional delivery, classroom management, formative assessment, and personal competencies thereby become the basis in developing an intervention program.

METHODS

A descriptive method of research was used to gather the needed information. The respondents were 100 teachers from different schools in the district of Padre Burgos, Quezon. To attain the Objective, weighted mean and Pearson -r was used to determine the significant correlation the philosophical orientation of teachers and its influence on their level of instruction competence.

RESULTS

This part of the study presents a summary of the findings. (1.) The philosophical orientation as highly observed essentialism and perennialism, garnering a weighted mean value of 3.34, 3.80 respectively while on the other hand, the philosophical orientation in terms of progressivism, existentialism, and behaviorism are totally observed with a computed mean value of 3.25, 3.22, and 3.12 respectively. (2.) The philosophical orientation of the teachers is no significant difference in terms of essentialism with a computed t-value of 0.05, perennials with a computed t-value of 1.35, progressivism garnering a computed t-value of -2.14, and behaviorism with a computed t-value of -2.25. While significant in terms of existentialism

DISCUSSIONS

Findings revealed (1.) that there is highly observe the philosophical orientation of the teachers in terms of essentialism and perrenialism, progressivism, existentialism and behaviorism are observed only. (2) It is also found out that there is no significant difference to the philosophical orientation of teachers in terms of essentialisms, perennialisms, progressivisms, and behaviorisms, while, significant in terms of existentialism. (3) There is evident instructional teaching competence of the teachers in terms of instructional delivery while in terms of classroom management, formative assessment, and personal competencies are highly evident. (4) It is also found out that there is no significant difference in the assessment of the principals and teachers as to instructional teaching competence in terms of instructional delivery.