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CHAPTER V
Summary, Conclusions, and Recommendations
This study aimed to look at the pedagogical beliefs of public school teacher on the
nature of learner, teaching-learning process, and assessment of learning outcomes and
how the beliefs on the teaching-learning process are translated into practice. This
researcher identified the factors that influenced the translation or non-translation of
beliefs to practice and also the points of congruences and incongruences between
teachers beliefs and the K-12 curriculum principles.
To answer the research questions, this researcher interviewed 45 teachers from
three public schools in different districts in Quezon City. She focused on teachers in four
major subjects, namely English, Mathematics, Science, and Araling Panlipunan.
Afterwards, she observed 16 of them in their classes. Data gathered were analyzed
thematically.
Summary of Findings
Majority of the teachers depicted the learners negatively. They described them as
hyperactive, importunate, lacked focus, and very noisy, lacking drive, lazy, and passive in
the classroom. The students, especially the ones belonging to the lower sections, were
perceived by their teachers as having low level of ability. Some teachers expressed
frustration in describing their students, whom they labelled as having special needs.
While most of the teachers included in their negative descriptions the ones
belonging to the higher sections, some teachers excluded the ones coming from the lower

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sections. The ones belonging to the higher sections were described as achievers, active,
competitive, fast learners, grade conscious, industrious, interested to learn, and eager to
learn, independent, reliable and responsible. Because of these characteristics, the teachers
tended to prepare more for their classes with the higher sections and take delight in their
students expressed satisfaction.
There were teachers who described their students neutrally, focusing on their
diversity and learning styles. The responsibility of learning did not rely solely on the
students since the these teachers believed that students characteristics depend on what
teachers energy and enthusiasm. Few teachers positively described their students and
most of them taught in School B, which had selective admission process.
In terms on beliefs about the best approach in teaching their students, based on
their characteristics, a great majority of the teachers claimed that they had the same
approach to all their classes. A great majority of these teachers believed that in their
classes, the best approach was use of group activities in form of games dramatization, and
group reporting, since the K to 12 program emphasized collaborative learning and
teachers role as facilitator.
On the other hand, some of the teachers with similar approach to all sections
believed that lecture or discussion was the best approach to their students whom they
considered to ba passive and lacking motivation. They believed in motivating their
students extrinsically, which was very characteristic of behavioristic, teacher-centered
approach. Science teachers tended to believe in combining the first two, group hands-on
activities and lecture and hands-on activities.

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Supplemental activities were also identified. Some teachers, mostly emphasizing

punishment and reward system, believed that handling of students needed to focus on
classroom management techniques. Others acknowledged the function of parental
involvement, thus, saw the value of conferencing with parents. While, few others
believed in peer tutoring.
Some teachers believed in differentiated approaches between better and poorer
sections. Deemed effective approach to poorer, lower ability sections tended to be
teacher-centered, wherein they lecture to their students pre-requisite knowledge,which
they believed that the students lacked. Believed effective approach to better, higher
ability sections tended to be learner-centered, wherein students are given advanced,
challenging tasks such as reporting and roleplaying. The teachers who had differentiated
approach believed that the lower sections could not handle the activities that necessitated
higher order thinking skills.
This researcher arrived at a continuum of teaching conceptions from most to
least involvement. The top of the continuum, teaching as mission and vocation, was
defined by the teachers as Gods calling or being placed where a teacher should be, with a
mission to play as an inspiration and a role model to the students. Teachers saw their
roles, not only to impart knowledge, but also to touch the lives of their students for them
to become better persons.
The middle of the continuum, teaching as passion, dedication, and commitment,
was stated by the teachers as loving work, despite difficulties, and offering extra time,
work, and money beyond what is required. The bottom of the continuum, teaching sa a
profession, was defined by the teachers as imparting ones knowledge, which in the
process, the teacher may also learn from the students. The teachers somehow captured

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the main goals of teaching their respective subjects as stated in the curriculum guides,
but did not identify specific skills to be developed.
When asked about their beliefs on assessment, specifically how they mainly
gauge student learning. The responses of the teachers reflected leaning towards
traditional over authentic assessment tools. While the belief about the best
teaching approach of the teachers tended to be learner-centered, their
belief about assessment tool tended to be traditional, which leaned
more on teacher-directed.
Majority of the teachers (11 out of 16) had congruent beliefs and practices,
although there were still some areas of incongruencies. Teachers Eireen, Edith, Ellen,
Sylvia, and Sara believed and practiced combination of group activities and lecture/
discussion. Teachers Aliyah, Agnes, and Maan had congruent beliefs and practices on
differentiated approach to their students belonging to different sections. The higher
sections had learner-centered approaches, while the lower sections had teacher-centered
approaches. Teachers Maila and Sheldon had consistent false learner-centered beliefs and
practices, while Teacher Maan had consistent teacher-centered beliefs and practices.
Most of teachers with congruent beliefs and practices were found to have rich
database of classroom and teaching techniques and strategies. They viewed teaching as
more than just imparting knowledge and would give more effort, time, and energy. They
taught according to learner characteristics and started from the skill level of the students.
They also tended to hold on to their beliefs and debunk rigor myths in teaching, meaning
they did not strictly follow what was in the curriculum and in the modules.

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There were teachers who had consistent beliefs and practices, but also had
internal consistencies in terms of learner-centeredness brought about by incomplete
conception of meaningful learning, false belief about learner-centered approach, lacking
elements in collaborative learning implementation, and clash in classroom management
approach with the school administration.
One-third (5 out of 16) of teachers who were observed had incongruent teacher
beliefs and practices. They espoused learner-centered beliefs, but had teacher-centered
practices. Factors identified to contribute to non-translations of professed beliefs were:
inappropriate or limited construction of articulated belief (i.e., misconception about
learner-centered teaching, limited definition of performance-based learning) brought
about by limited training ; limitations in classroom management and teaching strategies;
and limited time.
Those who had incongruent teacher beliefs and practices tended to view teaching
as a profession with the main task of imparting knowledge to students. Mohamed (2006)
asserted that those with such conception tend to put less effort and time to address
pedagogic concerns, unlike their more passionate and enthusiastic counterparts.
Schools administrative support, mainly systematic scheme for teacher
observation and appraisal and provision of materials and equipment, was another
identified factors. The limited constructions of articulated beliefs, the limitations in
general pedagogical knowledge, and other practices that lacked full and effective
implementation of learner-centered approaches could have been lessened if the schools
had enough.
Majority of the teachers believed in the principles of the K to 12 Curriculum.
Some believed that it was something that they really needed to follow since they took an

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oath that they would implement it. However, there were many points of dissonance
between the teachers beliefs and K to 12 principles.
Some teachers believed that the implementation was not possible because the
schools and the teachers themselves were not ready because of lacking modules,
classrooms, and equipment, plus school adminitrations support for teachers training and
mentoring. The Math and Science teachers rejected the spiral curriculum because the
believed that learning goals were not achieved due to the fragmented presentation of the
curriculum. Aside from that, they were also asked to teach subjects that they did not
specialize in.
The teachers did not agree in several aspects of the modules. They found them
not fit for public schools, English teachers found the activities in their modules too many,
Science teacher found their modules lacking important topics, while Araling Panlipunan
teachers found their modules too easy, but wanted more contact time with the students.
Teachers who expressed difficulty in implementing the constructivist and learnercentered approaches pointed out the following hindrances: 1) low level of ability and
capacity of students; 2) time pressure to cover topics in the curriculum; 3) big class size
in small classroom; 4) learners attitudes and characteristics; 5) pedagogical knowledge on
the principles proposed by K to 12.
The Araling Panlipunan teachers questioned the removal of Philippine History in
high school and they believed that high school students need to study Philippine History
since learning in elementary was different. Another questioned practice was the
encouragement of the principals to pass all the students, even the absentees, whom
teachers have done almost everything with.
It is worthy to note the proposed solution to the resonances mentioned by some
teachers. They suggested that the power should really be in the teacher. In broader terms,

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it referred to teacher empowerment, wherein the teachers, being directly exposed to the
students, should be given bigger role in planning and designing of the curriculum.
Conclusions
The following are the research questions (RQ) of the study and the corresponding
conclusions:
RQ 1: What are the pedagogical beliefs of public school teachers about the nature
of learner, teaching-learning process, and assessment of learning outcomes?
The public high school teachers dominantly believed that teacher-centered
approach and traditional assessment best fitted their students with low ability and
capacity and negative attitudes towards learning.
The public high school teachers dominantly believed that their students had low
ability and capacity, poor attitudes, and bad behavior. Due to the heed to implement the
K to 12 principles, they professed the belief in learner-centered teaching approach, which
was encouraged by the Department of Education. Nevertheless, belief on the traditional
assessment, which was inconsistent with the learner-centered teaching approach,
prevailed. Pointing out to incomplete understanding of the K to 12 principles.
RQ 2: How are the teacher beliefs about the teaching-learning process translated
into practice?
Teachers who had clear and sound pedagogical content knowledge had congruent
beliefs and practices, which tended to maximize student learning.

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The teachers tended to have congruent beliefs and practices, one reason of which
was that when the teachers were asked about their beliefs, they readily accessed their
practice. Those who had congruent beliefs and practices did not necessarily hold learnercentered approach. In fact, those who had incongruent beliefs and practices believed in
learner-centered approach, but practiced teacher-centered approach, were limited by
incomplete conception of the basic principles of K to 12 curriculum and lacked general
pedagogical knowledge. Under the teachers with incongruent teaching beliefs and
practices, the students tended to have negative learning experience due to lack of clarity
of goals of their teacher.
On the other hand, those with congruent teaching beliefs and practices tended to
provide better learning experience because teachers had clear and solid principles, which
were not necessarily learning centered. They had strong general pedagogical knowledge
(knowledge in classroom management and teaching strategies), high conception of
teaching that went beyond just a profession, and consciously started from where the
students were, disregarding the demands of the curriculum.
Interestingly, teachers who had stronger false beliefs were able to translate their
strong false belief to a false practice, thus congruent. The problem lied in the unclear
understanding of the principles, thus the learning provided to the students tended to be
weaker.
RQ 3: What are the factors that influence this translation or non-translation of
beliefs to practice?

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Teachers rich pedagogical content knowledge, passion and commitment, and

focus on student learning facilitated translation of beliefs to practice.
The public high school teachers who were able to translate their beliefs to practice
had rich database of techniques and strategies. They also saw teaching as a mission or as
passion on commitment, not just a profession. They taught according to learner
characteristics and held on to what they thought was best for them, even to the point of
not following the demands of the prescribed curriculum.
Conversely, some public schools teachers who were not able to completely
translate their beliefs to practice had poor pedagogical content knowledge, especially
principles espoused by the K to 12 curriculum such as meaningful learning, learnercentered approach, performance-based learning, discovery learning, alternative
assessment, and cooperative learning. They also had different views from that of their
principles in terms of classroom management. They tended to see teaching as a
profession only and would not go beyond that and perceived school to lack support.
RQ 4: What are the points of congruences and incongruences between the beliefs
and practices of the teachers and the K to 12 Curriculum principles?
To bridge gap between intended curriculum prescribed by the Department of
Education and the implemented curriculum by the teachers, teachers involvement in the
planning and development of curriculum as well as continuing professional development
are needed.

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While in principle, the teachers found the K to 12 principles promising and should
be followed, they believed that the schools and they themselves were not ready for it. All
the dissonances point to the need for school administrative support in terms of
infrastructure, training, monitoring, and mentoring and teacher empowerment and
participation in curriculum planning.
Issues on the fragmented spiral curriculum, unfit modules, and mass promotion
were raised. Teachers claimed to have difficulty in implementing the learner-centered
approach.
Recommendations
Based on the results of the study, this researcher recommends the following:
Department of Education. This research has actually identified the training
needs of the teachers. The training needs point to lack of complete understanding in
principles supported by the K to 12 curriculum such as learner-centered approach,
alternative assessment, meaningful learning, performance-based learning, discovery
learning, and cooperative learning.
More involvement of the teachers in the planning and development of the
curriculum may also be achieved by getting more feedback from them. Their feedbacks
can bride the gap between intended curriculum and implemented curriculum.
The findings of this study strongly indicates the need of teachers to undergo
monitoring and mentoring after training, otherwise, they would continuously

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ineffectively practice poorly constructed beliefs. The Department of Education should

see the teachers are learners of the proposed curriculum, thus they need immediate
feedback. This will not happen if the school does not have strong system of observation
and mentoring in the classroom.
There may be a need to re-evaluate the following issues raised by the teachers: 1)
mass promotion; 2) removal of Philippine history in high school; 3) performance-based
activities in the modules; 4) spiral curriculum; 5) periodical tests coming from the
division office.
Since the modules are used by different schools with different students in ability
and capacity, modules can provide differentiated activities, not only accommodating
different intelligences, but also different development levels.
Teacher trainers. One area that teacher trainers can focus on is on the
development of growth mindset among the teachers and the students. In doing so, the
negative beliefs or deficit thinking leading to low expectations of teachers from their
students may be minimized. Students are most likely to benefit from positive teacher
beliefs on their abilities, capacities, motivation, and behavior.
Long training, coupled with teacher mentoring in school, on principles of K to 12
can be adapted. Important topics that warrant in-depth training among the teachers
include learner-centered approach, alternative assessment, meaningful learning,
performance-based learning, discovery learning, cooperative learning, and reflective

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processes in teaching. Subject matter content can also be regularly updated to fully
develop teachers pedagogical content knowledge.
Teacher Education Institutes. Aside for in-service training, pre-service teacher
training may also emphasize in-depth understanding on the principles that the K to 12
curriculum subscribes to. Training of pre-service teachers should be always coupled with
practice. Training should not focus only on what teachers should do, but on how teachers
will decide, keeping in mind of the important principles in teaching and learning, when
they face teaching and learning concerns.
Classroom management is another area where some teachers need more training
in and much practice can be done prior service in the field. Foundations of developing
strong pedagogical knowledge can be strengthened in pre-service training. Graduate
studies can also be encouraged among teachers.
Schools. School administration can give stronger support for teacher
empowerment, communicating with them and giving them more voice in the
implementation of the K to 12 curriculum. They can contribute much especially on the
feasibility of the recommended execution of the K to 12 program.
The support will also strengthen teachers passion and commitment as well as
pedagogical content knowledge. Support needed include provision of facilities and
establishment of mentoring program. Teachers need to have feedback on how they are
doing, no matter how long they have been teaching.

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Teachers. The finding that is most relevant for the teachers is the importance of
teacher empowerment. This means that teachers need to bear in mind that they have
much control to maximize student learning. As exhibited by some teachers in the study,
learner-centered approach can be done not only in the higher sections, but also in the
lower sections as well. Teachers can examine the curriculum and revise accordingly.
They can discuss the need for revision with their heads, as what other teacher participants
in the study did.
Reflective teaching can be implemented. Teachers can constantly and actively
examine their own experiences and see whether effecting learning occurs. The teachers
can constantly improve especially their pedagogical content knowledge, actively search
and research to enhance teaching, choose more effective strategies and techniques to
increase student learning.
Educational Psychology Researchers and Theorists. Several post researches
can be made related to the results of the study. One of them is on the effective learning of
the teachers especially on the process of internalization of learner-centered approach,
alternative assessment, meaningful learning, performance-based learning, discovery
learning, and cooperative learning.
Another research on the continuing development of the curriculum, wherein
teacher feedback can affect revision, can also be made. Such research may enable the
Department of Education identify the weak spots in the process of planning and
implementation.

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A deeper analysis on the hindrance to and development of growth mindset among

the teachers and students can also be performed. In doing so, best approach to class
sectioning may also be discovered.
Teachers pedagogical content knowledge has been deemed crucial in the teaching
and learning process. Researchers can look deeper at it in the context of Philippine
schools. The process of improving the pedagogical content knowledge can be looked
into.
Another area that this research sparked is the concept of teacher empowerment.
Researchers can find out more about teacher empowerment in the Philippine schools.
Resarchers can also look into development of teacher commitment and passion as well as
development of mentoring system especially in Philippine public schools.
This research focused more on beliefs and practices on teaching and learning
process. More research addressing teacher beliefs and practices on assessment can be
performed in order to improve instructional processes.
This research only provided baseline on the complexities of teacher beliefs and
practices in the midst of curricular reform. Future research can include: research on
reflective processes of adapting proposed curricular reforms; process of internalization or
rejection of proposed principles through training, monitoring, and mentoring; impact of
congruent and incongruent beliefs and practices on student learning; and impact of
teacher beliefs about the learners on student achievement.

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