Exploring the Nexus of Teachers’ Agreement and Pedagogy in the Lens of Educational Theories

Abstract

Many times, teachers are confronted with uncertainties of how best to approach learners in classroom context. It is at this point that teachers turn to a set of guiding principles such as educational theory to guide them in the process. Using descriptive-correlation research design, this study revealed that the cooperating teachers have strong agreement to essentialism as an educational theory. The study likewise revealed that teachers significantly differ in their agreement specifically of essentialism theory based on the number of trainings, seminars, and workshops they attended. Results also show that teachers significantly differ in their pedagogical manifestations of progressivism and perennialism theories based on the number of trainings they attended. Furthermore, there is a significant relationship between teachers’ extent of agreement of the educational theories and the extent to which they manifest these theories, pedagogically.