Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 6 (2025)

English Teachers’ Attitudes and Pedagogical Beliefs: Basis for Designing Project SMART in Rural Public High Schools

Racquel D. Quiben | Alan P. Nebrida

Discipline: Education

 

Abstract:

This research examined the attitudes and pedagogical beliefs of secondary English teachers in Kayapa, Nueva Vizcaya, to inform the creation of a Learn-ing and Development Program. The study used a descriptive-correlational quantitative methodology with complete enumeration, including all 30 Eng-lish instructors from seven public secondary schools throughout the 2024–2025 academic year. Validated survey instruments were used, and results were evaluated by descriptive statistics and Pearson correlation. Findings revealed that educators often had favorable attitudes about English instruc-tion, particularly with their dedication to teaching, job satisfaction, aspira-tions for professional growth, technical proficiency, and views on remuner-ation. Moreover, respondents demonstrated robust pedagogical attitudes across six essential dimensions: organizational practices, effective lesson de-livery, classroom management and discipline, positive student involvement, successful assessment procedures, and commitment to ethical teaching standards. Statistical investigation validated a substantial positive associa-tion between educators' attitudes and their educational convictions. This indicates that the enhancement of one construct may concurrently elevate the other, highlighting the connection between attitude and instructional practice. Considering these results, a Learning and Development Program named Project SMART (Seminar-Workshop for Advancing Reflective Teach-ing) was established. The program seeks to enhance and maintain teachers' positive dispositions and robust pedagogical foundations by emphasizing technology integration, fostering professional development, and advocating ethical, learner-centered methodologies. This research highlights the essen-tial importance of ongoing professional development in enhancing English teaching and elevating educational results, especially in rural public-school settings.



References:

  1. Altun, T. (2017). Teachers’ attitudes towards professional development: A study on professional development needs. Journal of Education and Practice, 8(19), 183–188.
  2. Barnes, N., Fives, H., & Dacey, C. M. (2017). U.S. teachers’ conceptions of the purpos-es of assessment. Teaching and Teacher Education, 65, 107–116. https://doi.org/10.1016/j.tate.2017.03.017
  3. BetterUp. (2025). The impact of professional development on educator performance and motivation. BetterUp Research Lab.
  4. Borg, S. (2015). Teacher cognition and lan-guage education: Research and practice. Bloomsbury Academic.
  5. Cabanding, A. (2022). Promoting learner au-tonomy: A case study of Filipino English teachers. Asian EFL Journal, 24(3), 95–115.
  6. Cameron, L., & Larsen-Freeman, D. (2008). Complex systems and applied linguistics. International Journal of Applied Linguis-tics, 18(2), 117–132.
  7. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
  8. Cook Hunter, D. (2015). Cultural competence and classroom management. The Clearing House: A Journal of Educational Strate-gies, Issues and Ideas, 88(2), 58–63. https://doi.org/10.1080/00098655.2014.998601
  9. Day, C., & Sachs, J. (2004). International hand-book on the continuing professional de-velopment of teachers. Open University Press.
  10. Department of Education (DepEd). (2005). DepEd Order No. 9, s. 2005: Instituting measures to increase engaged time-on-task and ensuring compliance therewith. Department of Education, Philippines.
  11. Department of Education (DepEd). (2012). DepEd Order No. 46, s. 2012: National adoption and implementation of the Na-tional Competency-Based Teacher Stand-ards (NCBTS). Department of Education, Philippines.
  12. Dos Santos, L. M. (2019). Teacher professional development and motivation: A study of the United States public school system. International Journal of Education and Practice, 7(4), 293–303. https://doi.org/10.18488/journal.61.2019.74.293.303
  13. Farrell, T. S. C., & Lim, P. C. P. (2005). Concep-tions of grammar teaching: A case study of teachers’ beliefs and classroom prac-tices. TESL-EJ, 9(2), 1–13.
  14. Fekadu, W. (2024). Classroom management beliefs and practices of English teachers: A study in Gamo Zone. Journal of Lan-guage Teaching and Research, 15(1), 34–47.
  15. Frontiers in Psychology. (2021). Cultural ef-fects of classroom discipline on student motivation: A cross-cultural perspective. Frontiers in Psychology, 12, Article 603287. https://doi.org/10.3389/fpsyg.2021.603287
  16. Hajan, H., Salehi, H., & Yunus, M. M. (2019). Factors influencing the implementation of reflective practice in teaching: A meta-synthesis. Universal Journal of Educa-tional Research, 7(5), 1124–1130.
  17. Hifarva, D. G., & Bauyot, J. D. (2024). Leader-ship and work values: Impact on organi-zational practices in public schools. Phil-ippine Journal of Education, 101(1), 60–74.
  18. Jung, J., & Choe, H. (2024). Professional identi-ty and self-efficacy of Filipino English teachers. Asian Englishes, 26(1), 39–56.
  19. Meng, Y. (2022). Teacher compensation and job satisfaction: A review of global evi-dence. Educational Management Admin-istration & Leadership, 50(2), 238–256. https://doi.org/10.1177/1741143220937317
  20. Mwesiga, R., & Philipkireti, S. (2018). Ethical behavior of secondary school teachers: A case of African perspectives. Journal of Ethics and Education, 12(3), 211–223.
  21. Nichols, S. (2018). Teacher morale and com-pensation: A study of public school atti-tudes. Journal of Educational Policy, 33(4), 510–525.
  22. Nurhidayat, D., Sudrajat, A., & Yuliana, M. (2024). Technology integration in English classrooms: Influence of teacher beliefs. Indonesian Journal of Applied Linguistics, 14(1), 101–112.
  23. Ren, W., & Abhakorn, J. (2022). The relation-ship between teacher compensation and motivation in Asian contexts. Asia-Pacific Education Researcher, 31(2), 187–200.
  24. Richards, J. C., & Farrell, T. S. C. (2011). Prac-tice teaching: A reflective approach. Cambridge University Press.
  25. Santiago, M. A. (2020). Work satisfaction and teacher engagement in instructional planning. Philippine Journal of Educa-tional Measurement, 45(2), 123–138.
  26. Şahin, E., & Yüksel, S. (2021). Ethical teaching behavior and teacher identity: An analy-sis from a Turkish context. Journal of Ed-ucation for Teaching, 47(3), 345–359.
  27. Smith, R., & Doe, J. (2022). Secondary school teachers and the code of ethics: A com-pliance study. Journal of Professional Ethics in Education, 15(1), 44–59.
  28. Taimalu, M., & Luik, P. (2019). The impact of beliefs and ICT competence on technolo-gy integration in teaching. Education and Information Technologies, 24(3), 2551–2567.
  29. Wolf, L., & Brown, T. (2023). Teacher-student relationships and classroom climate: In-fluence on academic achievement. Learn-ing Environments Research, 26(1), 17–32.
  30. Zheng, H. (2019). A review of research on EFL teachers’ beliefs and practices. Frontiers of Education in China, 14(2), 276–292.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic