Beliefs in Learning Theories, Differentiation of Self, and Teaching Style of Teachers of Private Secondary Schools in Dasmarinas, Cavite, Philippines

Abstract

Actual pedagogical practices begin with beliefs on what constitutes effective teaching. This study examines the relationships between the beliefs in learning theories, differentiation of self, and teaching style (behavior and verbal) of teachers of private secondary schools in Dasmarinas, Cavite. Teachers (n = 301) responded to the My Teaching Style and Profile, Teacher Beliefs in Learning Theories, and Differentiation of Self Questionnaires. Results showed significant relationships between sensing/feeling and sensing/thinking teaching style behavior with to I-position, and emotional reactivity significantly related to sensing/thinking teaching style verbal behavior. Beliefs in some of the learning theories, namely, belief in Erickson’s psychosocial development significantly related to sensing thinking, and intuitive feeling was significantly associated with beliefs in behaviorism. The study concludes that sensing/feeling teachings style was significantly related to beliefs in Kohlberg’s moral development and Maslow’s hierarchy of needs. Keywords: Education, Learning theories, teaching styles, descriptive research, Cavite,Philippines