The Exploration of Beliefs and Attitudes of Public School Teachers: Towards Strengthening Program on Diversity of Learners

Abstract

INTRODUCTION

Strengthening the teacher's ability to respond to changing learning environments and diverse nature of learners is a strategic imperative in ensuring any school's teaching-learning success especially in the public schools. Exploring the beliefs and attitudes of public school teachers provide information on how they manage teaching challenges in multi-faceted ways thus creating a program that will address diversity of learners.

METHODS

This study used descriptive research design in determining respondent's beliefs and attitudes in handling teaching challenges brought about by diversity of learners in the classroom. Fifty-eight (58) public school teachers in Tanza, Cavite during S.Y. 2016-2017 participated in the study. Pearson r correlation was used to establish relationship between respondents' beliefs and attitudes and ability to manage teaching challenges.

RESULTS

Results show that the respondents were more knowledgeable about the required personal qualities (mean=4.063), leadership skills (mean=4.059) and management practices (mean=4.108) in the public school. They were substantially aware (mean=4.552) of the situation in the school with regards to the importance of having necessary knowledge in handling diversity. Mapping and analyzing diversities were found to be the greatest challenge to the respondents. Also, it was revealed that teacher's beliefs and attitudes significantly correlate (r=0.691, moderate positive correlation) with their ability to manage teaching challenges.

DISCUSSIONS

Study revealed that teachers who are more knowledgeable of one's beliefs and attitudes are more ready to accept challenges with regards to diversity of learners. The program was designed based on the attainment of self-openness towards teaching challenges brought by diversity of learners.