Differentiation of self and beliefs in learning theories as predictors of teaching style among teachers of private secondary schools in Cavite

Abstract

Teachers who have suitable teaching style were hypothesized as a need in the Philippine education due to the dwindling school performance of secondary and elementary school learners (Dumlao, 2006). Such teaching style is an essential teacher-profile when teaching diverse learners. Theoretically, factors contributing to teaching style development depend on either the learners' characteristics or the teachers' personal characteristics (Heimlich & Norland, 1994). This study focused on exploring the relationships between teachers' beliefs in learning theories and their differentiation of self as personal characteristics predicting teaching style. The respondents were 301 teachers from 30 private secondary schools in Dasmarifias, Cavite, Philippines. Respondents answered the Teachers' Beliefs in Learning Theories Questionnaire, Differentiation of Self Inventory-Revised edition, and the My Teaching Style Profile. Results indicated that teachers showed adequate beliefs in learning theories, but their differentiation of self levels were at the medium level. Teachers also indicated low preference on both teaching style behaviors and teaching style verbal behaviors. Teachers' beliefs in behaviorism and in Erickson's psychosocial development predicted teaching style behaviors, and being male predicted teaching style verbal behaviors. Compared to having majors in languages (Filipino and English), having majors in social sciences and values education predicted correct classification of teachers who had teaching style preferences. Significant relationships were found between particular subscales of teaching style, differentiation of self, and beliefs in learning theories. Compared to the languages (English and Filipino) teachers, the MAPEH/TECH/HE teachers showed higher tendencies to be emotionally cutoff. This study established the contribution of individual and personal teacher characteristics which showed relationships with teaching style. It is recommended in this study that (a) teacher education curriculum emphasize the value of a comprehensive understanding of learning theories, teachers' increased differentiation of self, and the development of suitable teaching style; (b) school administrators where this study was conducted develop a training program with strong emphasis on the development of pertinent teaching style; and (c) curriculum experts of secondary schools, college teacher-education programs, and graduate studies in education in the Philippines study the impact of the current teacher-education curriculum and the Basic Education Curriculum (BEC) on the development of the pre-service teachers' teaching style.