English Teachers’ Attitudes and Pedagogical Beliefs: Basis for Designing Project SMART in Rural Public High Schools
DOI:
https://doi.org/10.11594/ijmaber.06.06.34Keywords:
Attitude, Pedagogical Beliefs, English Teaching, Professional Development, Learning and Development Program, Project SMARTAbstract
This research examined the attitudes and pedagogical beliefs of secondary English teachers in Kayapa, Nueva Vizcaya, to inform the creation of a Learning and Development Program. The study used a descriptive-correlational quantitative methodology with complete enumeration, including all 30 English instructors from seven public secondary schools throughout the 2024–2025 academic year. Validated survey instruments were used, and results were evaluated by descriptive statistics and Pearson correlation. Findings revealed that educators often had favorable attitudes about English instruction, particularly with their dedication to teaching, job satisfaction, aspirations for professional growth, technical proficiency, and views on remuneration. Moreover, respondents demonstrated robust pedagogical attitudes across six essential dimensions: organizational practices, effective lesson delivery, classroom management and discipline, positive student involvement, successful assessment procedures, and commitment to ethical teaching standards. Statistical investigation validated a substantial positive association between educators' attitudes and their educational convictions. This indicates that the enhancement of one construct may concurrently elevate the other, highlighting the connection between attitude and instructional practice. Considering these results, a Learning and Development Program named Project SMART (Seminar-Workshop for Advancing Reflective Teaching) was established. The program seeks to enhance and maintain teachers' positive dispositions and robust pedagogical foundations by emphasizing technology integration, fostering professional development, and advocating ethical, learner-centered methodologies. This research highlights the essential importance of ongoing professional development in enhancing English teaching and elevating educational results, especially in rural public-school settings.
Downloads
References
Altun, T. (2017). Teachers' attitudes towards professional development: A study on professional development needs. Journal of Education and Practice, 8(19), 183–188.
Barnes, N., Fives, H., & Dacey, C. M. (2017). U.S. teachers’ conceptions of the purpos-es of assessment. Teaching and Teacher Education, 65, 107–116. https://doi.org/10.1016/j.tate.2017.03.017
BetterUp. (2025). The impact of professional development on educator performance and motivation. BetterUp Research Lab.
Borg, S. (2015). Teacher cognition and lan-guage education: Research and practice. Bloomsbury Academic.
Cabanding, A. (2022). Promoting learner au-tonomy: A case study of Filipino English teachers. Asian EFL Journal, 24(3), 95–115.
Cameron, L., & Larsen-Freeman, D. (2008). Complex systems and applied linguistics. International Journal of Applied Linguis-tics, 18(2), 117–132.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Cook Hunter, D. (2015). Cultural competence and classroom management. The Clearing House: A Journal of Educational Strate-gies, Issues and Ideas, 88(2), 58–63. https://doi.org/10.1080/00098655.2014.998601
Day, C., & Sachs, J. (2004). International hand-book on the continuing professional de-velopment of teachers. Open University Press.
Department of Education (DepEd). (2005). DepEd Order No. 9, s. 2005: Instituting measures to increase engaged time-on-task and ensuring compliance therewith. Department of Education, Philippines.
Department of Education (DepEd). (2012). DepEd Order No. 46, s. 2012: National adoption and implementation of the Na-tional Competency-Based Teacher Stand-ards (NCBTS). Department of Education, Philippines.
Dos Santos, L. M. (2019). Teacher professional development and motivation: A study of the United States public school system. International Journal of Education and Practice, 7(4), 293–303. https://doi.org/10.18488/journal.61.2019.74.293.303
Farrell, T. S. C., & Lim, P. C. P. (2005). Concep-tions of grammar teaching: A case study of teachers’ beliefs and classroom prac-tices. TESL-EJ, 9(2), 1–13.
Fekadu, W. (2024). Classroom management beliefs and practices of English teachers: A study in Gamo Zone. Journal of Lan-guage Teaching and Research, 15(1), 34–47.
Frontiers in Psychology. (2021). Cultural ef-fects of classroom discipline on student motivation: A cross-cultural perspective. Frontiers in Psychology, 12, Article 603287. https://doi.org/10.3389/fpsyg.2021.603287
Hajan, H., Salehi, H., & Yunus, M. M. (2019). Factors influencing the implementation of reflective practice in teaching: A meta-synthesis. Universal Journal of Educa-tional Research, 7(5), 1124–1130.
Hifarva, D. G., & Bauyot, J. D. (2024). Leader-ship and work values: Impact on organi-zational practices in public schools. Phil-ippine Journal of Education, 101(1), 60–74.
Jung, J., & Choe, H. (2024). Professional identi-ty and self-efficacy of Filipino English teachers. Asian Englishes, 26(1), 39–56.
Meng, Y. (2022). Teacher compensation and job satisfaction: A review of global evi-dence. Educational Management Admin-istration & Leadership, 50(2), 238–256. https://doi.org/10.1177/1741143220937317
Mwesiga, R., & Philipkireti, S. (2018). Ethical behavior of secondary school teachers: A case of African perspectives. Journal of Ethics and Education, 12(3), 211–223.
Nichols, S. (2018). Teacher morale and com-pensation: A study of public school atti-tudes. Journal of Educational Policy, 33(4), 510–525.
Nurhidayat, D., Sudrajat, A., & Yuliana, M. (2024). Technology integration in English classrooms: Influence of teacher beliefs. Indonesian Journal of Applied Linguistics, 14(1), 101–112.
Ren, W., & Abhakorn, J. (2022). The relation-ship between teacher compensation and motivation in Asian contexts. Asia-Pacific Education Researcher, 31(2), 187–200.
Richards, J. C., & Farrell, T. S. C. (2011). Prac-tice teaching: A reflective approach. Cambridge University Press.
Santiago, M. A. (2020). Work satisfaction and teacher engagement in instructional planning. Philippine Journal of Educa-tional Measurement, 45(2), 123–138.
Şahin, E., & Yüksel, S. (2021). Ethical teaching behavior and teacher identity: An analy-sis from a Turkish context. Journal of Ed-ucation for Teaching, 47(3), 345–359.
Smith, R., & Doe, J. (2022). Secondary school teachers and the code of ethics: A com-pliance study. Journal of Professional Ethics in Education, 15(1), 44–59.
Taimalu, M., & Luik, P. (2019). The impact of beliefs and ICT competence on technolo-gy integration in teaching. Education and Information Technologies, 24(3), 2551–2567.
Wolf, L., & Brown, T. (2023). Teacher-student relationships and classroom climate: In-fluence on academic achievement. Learn-ing Environments Research, 26(1), 17–32.
Zheng, H. (2019). A review of research on EFL teachers' beliefs and practices. Frontiers of Education in China, 14(2), 276–292.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
