This study explores the teaching beliefs of junior high school teachers from two opposite government schools in Marikina City. As the Philippine K to 12 curriculum shifts from teacher-centric to learner-centric education, exploring these beliefs could be relevant as literature suggests that teaching beliefs are influential to teachers’ instructional practices. Additionally, literature says that student-centered learning raises student achievement but there could be factors that hinder teachers from practicing student-centered learning. Apps’ Foundation for Effective Teaching was used to frame the analysis for this study as well as a qualitative multi-case studies approach so each school can be treated as an individual case. It was found that despite the prescription of constructivism under RA10533, teachers still hold beliefs that are pragmatic and teacher centric. Also, it was found that teachers from the bigger school tend to hold more teacher centric beliefs compared to their counterparts in the smaller school. The formation of these beliefs is influenced by their work-related and formal education experiences. Lastly, it was found that there are different relationships between the beliefs held by teachers and what they do inside the classroom.
Achilles Ferranco is the coordinator of the Office for Student Academic Concerns. He is a faculty of FEU Institute of Education who handles professional education courses. His research interests include student-centered learning and critical pedagogy.