TEACHERS’ WORK BELIEFS AMONG PUBLIC SECONDARY TEACHERS IN ISABELA

Authors

  • MARICEL ASUNCION Department of Education image/svg+xml Author
  • Dr. Mario P. Tamana Author

DOI:

https://doi.org/10.64358/vzav1525

Keywords:

descriptive-comparative design, interpersonal relationships, professional growth, teachers’ work beliefs

Abstract

This study aimed to identify the profile of teacher-respondents, determine their work beliefs, and examine differences in these beliefs when grouped according to their profile. A descriptive-comparative design was utilized, involving 189 teachers who responded to a validated questionnaire. Data were analyzed using frequency counts, percentages, means, and t-tests. Findings revealed that most respondents were female, married, aged 26–30 years, held a bachelor’s degree with master’s units, and had 6–10 years of teaching experience. Teachers considered highly important work beliefs related to maintaining safe and well-equipped facilities, upholding professional dignity and ethical standards, fostering positive and fair learning environments, applying differentiated and responsive teaching strategies, supporting students’ competence development, and reflecting on the PPST standards. Significant differences in work beliefs were found when grouped according to age, civil status, educational attainment, and years of teaching experience, particularly in physical facilities, professional growth, interpersonal relationships, social environment, and new challenges. No significant differences were observed when grouped according to gender. Personal gratification was rated as most important. The findings highlight the need for improved school facilities, continuous professional development, and supportive work environments that address teachers’ diverse characteristics, while reinforcing learner-centered teaching practices.

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Published

2026-08-30

Issue

Vol. 2 No. 3 (2026): International Journal of Education, Literacies and Curriculum Studies

Section

Articles