HomeISU-Cabagan Journal of Researchvol. 20 no. 2 (2011)

Beliefs Systems and Practices of Secondary School English Teachers in Northern Isabela

Michelle Duran-zipagan | Boyet L. Batang

Discipline: Education, Sociology



It is generally agreed that teaching is greatly affected by the beliefs system of its practitioners. However, teachers’ beliefs need to be investigated before teachers can decisively reflect on their teaching practices, and in turn facilitate change in the ESL (English as a second language) classroom. This study was conducted at the secondary main high schools in Northern, Isabela. A total of 35 Secondary English Teachers served as the respondents of the study. Descriptive statistics was used in the study wherein data were collected through a questionnaire aimed at identifying beliefs and practices about English Language Teaching (ELT) shared among the Secondary English teachers in Northern Isabela. Results of the study revealed that some of the respondents viewed English as an access to communicate with people from other countries. In addition, English was seen a refinement to get a better job. Without English the culture of the Philippines would not be promoted. With regard to the type of materials used by Secondary English teachers, data analysis indicates that many of the respondents expressed a marked preference for locally-produced materials in teaching all language skills. Most of the respondents also had a high preference to use ESL learners’ mother tongue in teaching the English Language. Many of the respondents, too often relate the topic to the learner’s culture with the different language skills. Recommendations of the study focused on the need for actual classroom observation to draw out more of the beliefs system of the teacher and to provide a complete picture of classroom situation.