Educational Philosophical Orientations (EPOS) of Teachers: Basis for Supervisory Assistance

Junapoli A. Tumolva, Principal I, Fermeldy National High School

ABSTRACT

The study assessed the educational philosophical orientations (EPOs) of teachers in Fermeldy National High School as a basis for giving instructional assistance and guidance. The five EPOs are essentialism, perennialism, progressivism, social reconstructionism, and existentialism. An inventory and profile questionnaire were used to gather data from the teachers. Means of EPOs were computed and compared according to profile variables of teachers – sex, age, highest educational attainment, years of teaching, the field of specialization, curriculum assignment, and a number of attended K-12 training. Results showed that teachers have a very high level of adherence to essentialism, Perennialism, progressivism, and social reconstructionism. Adherence to existentialism among teachers was high. Test of difference on means of EPOs through Analysis of Variance (ANOVA) showed that levels of adherence to the essentialism, and progressivism when grouped according to profile variables were statistically insignificant. Significant results were shown on means of social reconstructionism, existentialism, and perennialism, when teachers were grouped according to highest educational attainment and curriculum assignment respectively.

Keywords: educational philosophical orientations, supervisory assistance, EPOs, philosophy

Year: 2020

posted on September 6, 2023

How to Cite

Tumolva, J. (2020). Educational Philosophical Orientations (EPOS) of Teachers: Basis for Supervisory Assistance. Saringit, 1(1), 58–69.

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