IJEDST 2016 Volume 4 Issue 2

International Journal of Education, Development, Society and Technology (IJEDST) ISSN: 2321 – 7537

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The Educational Philosophies and Teaching Style Preferences of College Faculty at a Selected Private University in the South of Metro Manila. Grace D. Severo. IJEDST (2016), 4(2):7-14


The Educational Philosophies and Teaching Style Preferences of College Faculty at a Selected Private University in the South of Metro Manila

Authors & Affiliation:

Grace D. Severo, Ph.D.

Associate Professor, College of Arts & Sciences, University of Perpetual Help System DALTA, Las Piñas, PHILIPPINES



This study aimed to determine the educational philosophy and teaching styles of the college faculty at a selected private university in the south of Metro Manila. Specifically, it sought to determine the relationships between the college faculty educational philosophy and teaching styles and the University’s philosophy and teaching style preferences. One hundred and five faculty members from the College of Education and the College of Arts and Sciences responded to the survey and 15 of them participated in the interview during the academic year 2015-2016. The Philosophy of Adult Education Inventory (PAEI) was used to measure the faculty’s preferred educational philosophy whereas the Principles of Adult Learning Scale (PALS) was used to measure the faculty’s teaching style preferences.

Findings showed that the University and its faculty members did match with the progressive and humanistic educational philosophy. The differences were evident in the preferred teaching styles of both groups, the University and the faculty. This study revealed that majority of the faculty members hold the progressive educational philosophy in which their preference for the teacher-centered teaching style seemed to contradict their own belief and the University’s preference for a learner-centered teaching style. This implies that teachers are certain of embracing the progressive educational philosophy, but they do not apply this philosophy’s central tenet, i.e., the learner-centered teaching style. Hence, the researcher recommends that a high degree of support in the form of continuous faculty development activities which range from seminars, trainings, team-building activities, retreats, and the like be initiated and extended by the institution to its faculty members. These activities will help both the institution and the faculty to enhance their sense of commitment toward achieving the institutional goal.

Keywords: Educational Philosophies, Teaching Style Preferences

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