Philosophical and Values Inclination of Resource Teachers

Abstract

This study ascertains the extent of philosophical and values inclination of Resource Teachers of Field Study Students (FSS) or pre-service teachers. It also determines the socio-demographic profile of the respondents and tests the significant difference between the extent of educational philosophies and values inclination of the Resource Teachers. Convenience sampling was employed through the participation of twenty-nine (29) professional secondary school teachers in the field of Science, Math, and Social Studies. The main data gathering instrument employed was a questionnaire-checklist. Furthermore, a four-point Likert scale was used as a guide to determine the weighted mean value with corresponding descriptive equivalent. On the other hand, a t-test was employed to test the null hypothesis at a 0.05 level of significance. The study reveals a high extent of philosophical and values inclination of Resource Teachers that plays an integral part in classroom management. Its utmost disposition is their preference of educational philosophies that enunciates perennialism, progressivism, constructivism, existentialism, and essentialism. The findings show that Resource Teachers’ perspective on educational philosophies is considerably associated with their values orientation that articulates modeling, cultivation, inculcation, infusion, and instilment. Undeniably, the high extent of values inclination of Resource Teachers are very indispensable tenets in their philosophical approach.