The Educational Philosophy and Teaching Style Preferences of College Faculty at the University of Perpetual Help System DALTA

Abstract

This study aimed to determine the educational philosophies and teaching styles of the college faculty of the University of Perpetual Help System DALTA in the campuses of Las-Piñas, Molino, and Calamba, south of Metro Manila. It sought to determine the relationships of educational philosophy, teaching styles, and demographic variables of the college faculty; and compare them to the preferred educational philosophies and teaching styles of the university system. A hundred and five faculty members from the College of Education, and the College of Arts and Sciences responded to the survey during the academic year 2014-2015. The Philosophy of Adult Education Inventory (PAEI) measured the faculty’s preferred educational philosophies while the Principles of Adult Learning Scale (PALS) measured the faculty’s teaching style preferences. Findings show that there is a congruence between the university system and the faculty members in using the progressive educational philosophy, however both contrasted in the preferred teaching style. Majority of the faculty held progressive educational philosophy but their preference for teacher-centered teaching style did not match. This implies that the majority are certain of having progressive educational philosophy but are not applying the learner-centered teaching styles. Gender and teaching experience were the two demographic variables which had a significant relationship with educational philosophy.



Author Information
Grace D. Severo, University of Perpetual Help System DALTA, Philippines
Lopita U. Jung, University of Perpetual Help System DALTA, Philippines

Paper Information
Conference: ACE2015
Stream: Higher education

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