Teachers’ Agreement and Manifestation of Educational Philosophies

Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 14 (3); ISSN: 1989-9572 17 ISSN 1989 – 9572 DOI: 10.47750/je .2023.14.03.003 Teache s’ Ag eemen and Mani es a ion o Educa ional Philosophies Bea iz G. Clemen e1 Jou nal o Educa o s,Teache s and T aine s, Vol. 14 (3) h ps://je .labos o .com/ Da e o ecep ion: 20 Feb 2023 Da e o e ision: 04 Ma 2023 Da e o accep ance: 01 Ap 2023 Bea iz G. Clemen e (2023). Teache s’ Ag eemen and Mani es a ion o Educa ional Philosophies .Jou nal o Educa o s, Teache s and T aine s,Vol. 14(3). 17-25. 1PhD Cagayan S a e Uni e si y, And ews Campus Jou nal o Educa o s, Teache s and T aine s, Vol. 14 (3) ISSN 1989 – 9572 h ps://je .labos o .com/ Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 14 (3); ISSN: 1989-9572 18 Teache s’ Ag eemen and Mani es a ion o Educa ional Philosophies Bea iz G. Clemen e1 1PhD Cagayan S a e Uni e si y, And ews Campus Email: be hclemen [email protected] ABSTRACT This s udy se s o h he philosophical amewo ks o eache s in he eaching-lea ning p ocess. The desc ip i e-co ela ional esea ch design was u ilized in de e mining he eache s’ ex en o ag eemen and ex en o mani es a ion o educa ional philosophies. I is e ealed in his s udy ha he esponden s ha e e y s ong ag eemen and mani es a ion o he philosophy o idealism; wi h no signi ican di e ence in hei ag eemen and mani es a ion o he idealism and exis en ialism, while wi h signi ican di e ence in ealism and p agma ism as ega ds sex, while no signi ican di e ence in all he ou philosophies wi h e e ence o age, ci il s a us, and along semina , ainings, and wo kshops. On he o he hand, he e is a signi ican ela ionship be ween he eache ’s ex en o ag eemen and ex en o hei pedagogical mani es a ion in all he ou philosophies o educa ion along eache ’s ole, eaching s a egies, class oom managemen , and cu iculum. Keywo ds: Exis en ialism, idealism, p agma ism, ealism, eache ’s ole, eaching s a egies INTRODUCTION The philosophy o educa ion o e e y educa o ensh ined in quali y and excellence, commi men and passion, and high ega d o eaching is ancho ed on he philosophies o educa ion. Some eache s a e no ye awa e o hese philosophies o educa ion as well as he unde lying compe encies, and hey mani es mo e he adi ional philosophies a he han he con empo a y philosophies (Uyango , N. e al. (2016). In like manne , Yazon & Manaig (2018) ci ed Elias & Me iam, 1980 ha one way o accomplish he oles o eache s is o hem o become awa e o hei educa ional philosophies because " ue p o essionals know no only wha hey a e o do, bu also a e awa e o he p inciples and easons o ac ing.” In addi ion, Ma nipiis, N. (2020), s a es ha he eache s ha e ea o ying he mode n-day app oach o assessing he so-called “millennials” as hey jus s ick o he easie adi ional way o as long as hey ha e achie ed hei objec i es in he class. Howe e , when he e was a d ama ic change du ing he pandemic in he mode o deli e y o ins uc ion o s uden s o ha e access o quali y educa ion, he eache s had no choice i no o ake he challenge in he use o In o ma ion Communica ion Technology. Wha is likewise challenging is o eache s o be mo e esponsi e o he demands o he 21s Cen u y lea ne s. So, he 21s Cen u y men o s a e wha he educa ion sec o s need owa ds quali y eaching-lea ning p ocess. The e a e complexi ies in he demands o he digi ized sys em o eaching, howe e , wi h eache s who emb ace hei amewo k o eaching along he amewo ks as embedded in he philosophies o educa ion, he lea ne s exposed in o hese philosophical amewo ks used by he eache s can hone hese lea ne s along he new demands and challenges o li e-long educa ion. The e a ose some p oblems along in e ne connec i i y, modula ins uc ion, ea o ying o inno a i e echnological ways in he eaching-lea ning p ocess, and exp essions o indi e en a i ude o many o he eache s who a e no echnologically adep and who we e dis u bed o hei com o zones. Howe e , he young and old alike- eache s su i ed. Wi h his, hey y o mani es how s ong maybe is hei philosophy in eaching, and he belie ha he eache s who a e he acili a o s o lea ning a e he mos impo an ac o s in he eaching-lea ning p ocess as hey ca y ou hei oles as eache s, hei unc ions along class oom managemen , hei choice o eaching s a egies, and hei cu iculum. So as eache s pe o m hei ole, hey mani es he bes knowledge and s a egies o con inuously inspi e he lea ne s since hey a e he mos quali ied o each wi h he highes po en ial and p ide. While hese eache s a e equipped wi h all he pedagogies, eaching is s ill challenging, and hey need o be awa e and knowledgeable o he educa ional philosophies o hei eaching amewo ks. Hence, his s udy de e mined he philosophical amewo ks o eache s in eaching as se o h by he philosophies o educa ion, namely; idealism, ealism, exis en ialism, and p agma ism. Objec i es This s udy aimed o de e mine he ex en o ag eemen and ex en o mani es a ion o educa ional philosophies in he eaching-lea ning p ocess along eache ’s ole, eaching s a egies, class oom managemen , and Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 14 (3); ISSN: 1989-9572 19 cu iculum. Likewise i asce ained signi ican di e ence in he ex en o ag eemen and ex en o mani es a ion o he philosophies o educa ion wi h ega d o sex, age, ci il s a us, and semina s, ainings, and wo kshops. Fu he mo e, i de e mined he signi ican ela ionship be ween he eache s’ ex en o ag eemen and he ex en o hei pedagogical mani es a ions in all o he ou educa ional philosophies in e ms o eache s’ ole, eaching s a egy, class oom managemen , and cu iculum. Re iew o Rela ed Li e a u e Philosophies o Educa ion Philosophy is a sys em o belie s abou eali y. I includes an unde s anding o he na u e o exis ence, humankind, and i s ole in he wo ld. Philosophy is he ounda ion o knowledge. I p o ides p emises by which man can disco e u h, and uses his mind o suppo his li e. I c i ically examines eali y cha ac e ized by a ional inqui y ha aims a he T u h o he sake o a aining wisdom. Idealism The oldes sys ema ic ideology o philosophy in Wes e n cul u e aced back on he philosophical posi ion o Pla o (427-347 BC). In he idealis pe suasion, he powe o he mind inds essence in he cul u e o e hical cha ac e and mo al eason. Pla o elabo a es his posi ion as he w o e: “When a man hinks, he becomes all he cha ac e in a d ama se in his mind. He inspi es, he answe s his inqui y, he e alua es, he conside s i s one al e na i e and hen ano he , he makes up his mind, hen pu sues ano he di ec ion and so on. This is he ma ix ou o which his delibe a e belie s come” The Idealism and Philosophy o Educa ion(2014) blog s a es ha he eache is he symbol o model o good cha ac e , he mas e s o all so o knowledge, and so he eache has he cen al ole in he eaching-lea ning (Singh, 2007). The eache has he igh o choose sui able con en om he a ailable li e a u e o each. Thus, i is necessa y ha eache s uphold he s anda d o p o essional excellence ha is mo ally and in ellec ually wo hy o ollow. Since he s uden is a passi e ecep o , he s a egies in eaching should encou age hem o hink and o apply c i e ia in seeking he u h, class oom managemen should emphasize sel -con ol, mo al judgmen and indi idual esponsibili y, as he cu iculum is subjec -cen e ed. The idealis eache accep s he ideas o he s uden s, acili a e hinking h ough gene a ion o ideas, and encou ages he s uden s o sha e hei own ideas. Lec u e is he mos ly used me hod o ins uc ion whe e he s uden s lis en o he eache -cen e ed app oach (Aliman, A. 2020) Realism This philosophy, ha has i s oo s on idealism, is a sys em o hough ha assumes bes he eali y o idea and expe ience. I is an idea o eali y ha is no me ely p oduc o he human mind o pu e imagina ion bu expe ien ial. This is a philosophy ha came as a esul o he pedagogical clash o Pla o and A is o le. Sco e (1991) claims ha he ealis sees ha he e exis s an ex e nal wo ld independen o mind, and ha any hing ha exis s possesses quan i y and quali y. He added ha wo ld ( he na u al o de ) can be p edic ed and con olled, and ha alues depend in he elegance o na u e, and i s laws. Thus o be a ealis eache , one mus be able o ela e lessons o he s uden s’ expe iences and elies on au hen ici y made es s capable and applicable o assess lea ning ou pu s; uses eaching s a egies which s ess oppo uni ies o disco e y app oach in p oblem sol ing essen ial o acqui ing knowledge on how o ace eal li e si ua ions, ega ds class oom managemen ha is se wi h ules o ex insic punishmen and in insic ewa ds acco ding o acknowledged c i e ia, and uses he cu iculum as subjec -cen e ed emphasizing accoun abili y and concep -d i en. In addi ion, ealism ecommends p epa ing s uden s o eal and p ac ical li e o ma e ial wo ld which can be gained h ough senses. Realism acco ding o Du a, S (2020)is in a o o aining o eache s be o e hey in ol e in eaching. Realism belie es ha eache s should ha e ull knowledge o he subjec ma e , psychology o lea ne s and he scien i ic way o deli e ing educa ion. The eache s mus encou age he lea ne s o obse e and expe imen he na u al objec s and phenomena so ha lea ne s will be able o ind ou new ac s wi h espec o cons uc ion o knowledge. They should in o m lea ne s abou he scien i ic disco e ies, in en ions and esea ches in di e en ields o knowledge. Exis en ialism This philosophy s a es ha indi iduals a e esponsible o de e mining o hemsel es wha is ue o alse, igh o w ong, ugly o beau i ul. Fo he exis en ialis s, he e exis s no uni e sal o m o human na u e, The indi iduals ha e he eedom o de elop as hey see i i . This may be due o hei mul iple in elligence. Ga dne (2022) posi s ha eache s ha e he academic eedom o use a ied eaching s yles in esponse o hei lea ne s’ mul iple in elligences. So eache s may include his in hei philosophies o eaching in o de o add ess he di e ing lea ning s yles o li elong lea ning owa ds meaning ul lea ning expe ience. Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 14 (3); ISSN: 1989-9572 20 Sco e (1991) s a es ha exis en ialis s philosophical s ance is dependen on subjec i e ac o s cen e ed on eason and passion. The ques ion o “who am I” is one ha b ings he pe son in o in ospec ion and e lec ion o how meaning ul li e is. In addi ion, Kie kegaa d (1813-1855) s ongly poin s ou in one o his li e a y wo ks as quo ed by Bu le (1968), Kapla (1992), and Faja is (1996) ha wi h exis en ialism, “li e mus be unde s ood backwa d, bu mus be li ed o wa d.” Rela i ely, Sa e (1905-1990), Collin and Cook (2001) claim ha “exis ence p ecedes essence” which means ha he e exis s no uni e sal inbo n human na u e. Man is bo n and exis s, and eely de e mines his essence. Thus man is wha he makes o himsel . As ci ed by D ew (2022) “Exis en ialis holds ha he humans ha e no p egi en pu pose o essence laid ou o hem by God o by na u e; i is up o each one o us o decide who and wha we a e h ough ou own ac ions” (Guignon, 2013). Lawless (2005, p. 326) w i es ha exis en ialis s belie e ha “ he e a e no uni e sal s anda ds o a human li e: we a e wha we do, he sum o ou ac ions.” Duignan (2011, p. 113) w i es ha exis en ialis s belie e ha “ he e is no God, and he e o e human beings we e no designed o any pa icula pu pose”. As he e appea s o be no p e- o dained meaning o li e, humans “a e ee o choose how hey will li e.” Jean Paul Sa e’s amous ph ase “‘Exis ence p ecedes essence’ would mean ha we i s simply exis – ind ou sel es bo n in o a wo ld no o ou own choosing – and hen i is up o each o us o de ine ou own iden i y o essen ial cha ac e is ics in he cou se o wha we do in li ing ou ou li es.” Guignon (2013). P agma ism The philosophy is a philosophy o ac ion as ad oca ed by Pie ce (1839-1914), James (1842-1910). And Dewey (1859-1952). Wha is ul illing as Honde ich (1995) exempli ies is he p ocess o es ablishing alidi y o s anda ds o meaning, u h and alues in conside a ion o p ac ical e icacy o wha wo ks ou in p ac ice. In his way, he eache should pu p emium on eaching ha p omo es an ac i e ole o s uden s, a he han me ely impa ing knowledge and s uden s passi ely ecei ing i (Ozmon and C a e (2003). O ega (1999) u he s esses ha a p agma ic eache is one who expec s he s uden s o ac in p oblema ic si ua ions wi h philosophical pe suasions, and c ea es an en i onmen ha encou ages he s uden s o c ea e knowledge and use i wi h conscious accoun abili y. P agma ism s a es ha ac i i y lies a he cen e o educa i e p ocess as educa ion is a con inuous p ocess. I wo ks on he p inciple o democ acy. I s a es ha educa ion helps indi iduals o mee human needs. Thus, p agma ic means he quali y o dealing wi h he p oblem in a sensible way ha sui s he condi ions ha eally exis s, a he han ollowing a ixed heo ies, ideas o ules. P agma ism is an educa ional philosophy ha says educa ion should be eaching s uden s he hings ha a e p ac ical o li e and encou ages hem o g ow in o be e people. Many amous educa o s including John Dewey, William James we e p agma is s, and hey belie e in he idea o p ac ical lea ning i.e. educa ion should apply o he eal wo ld. So p agma ism in educa ion is p epa a ion o li e. P agma ism makes a man socially e icien . They belie e ha he child en should no be asked o wo k acco ding o p ede e mined goals. They should a he de e mine hei goals acco ding o hei needs and in e es s. P agma ism is based on he psychology o indi idual di e ences. P agma is s wan educa ion acco ding o ap i udes and abili ies o he indi idual. E e y indi idual mus be espec ed and educa ion should be planned o ca e his inclina ions and capaci ies. Acco ding o p agma ism, he heo y and p ac ice o educa ion is based on wo main p inciples, namely (i) Educa ion should ha e a social unc ion and (ii) Educa ion should p o ide eal li e. Wi h p agma ism, educa ion is no he dynamic side o philosophy as ad oca ed by he idealis s. I is he philosophy which eme ges om an educa ional p ac ice. E e y indi idual has a social sel and he can be bes de eloped in and h ough socie y. Thus, we can conclude by saying ha ha P agma ism has b ough democ acy in educa ion. The s uden s lea n he echnique o managing hei own esponsibili ies which would p epa e hem o ace he di e en challenges o eal li e. I makes a man socially e icien i.e. he can de e mine his goals acco ding o his needs and in e es s. Fu he , p agma ism ega ds eache as a helpe , guide and philosophe . The chie unc ion o a p agma ic eache is o sugges p oblems o his pupil and o s imula e hem o ind by hemsel es he solu ion which will wo k. The eache mus p o ide oppo uni ies o he na u al de elopmen o inna e quali ies i he child en. His main ask is o sugges p oblem o his s uden /pupils and o guide hem o ind ou he solu ions. As Bu le (1969) elucida es, a p agma ic educa o should no only be a decision-make bu also an educa o in ol ed in o al change in he con ex o educa ion, a guide o he lea ne s, plans lea ning ac i i ies in acco dance o mul iple in elligence, bo h an educa o and pa en , and one who espec s he eedom o he lea ne s. This s udy would like o ind ou how he eache s ca ied ou hei eaching unc ion amids he challenge o pandemic in he con ex o he philosophies o idealism and ealism ( he ancien o adi ional philosophies ha gained ecogni ion in he BCs) and he con empo a y philosophies ha gained ecogni ion om he 13 h cen u y downwa d, namely; philosophies o exis en ialism and p agma ism (Ako ede, M., 2017). Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 14 (3); ISSN: 1989-9572 21 METHODOLOGY Resea ch Design This s udy u ilized he desc ip i e-co ela ion esea ch design as i de e mined he eache - esponden s in e ms o hei sex, age, ci il s a us, and numbe o ainings/wo kshops/semina s a ended. I desc ibed he ex en o ag eemen and pedagogical mani es a ions o eache - esponden s o di e en educa ional philosophies along eache s’ ole, eaching s a egies, class oom managemen , and cu iculum. I likewise compa ed he eache s’ ex en o ag eemen and ex en o pedagogical mani es a ions o educa ional philosophies when g ouped by p o ile a iables, and asce ained he ela ionship be ween eache s’ ex en o ag eemen and ex en o pedagogical mani es a ions o di e en educa ional philosophies along eache s’ ole, eaching s a egies, class oom managemen , and cu iculum. Ins umen a ion The ins umen designed o ga he baseline da a and in o ma ion on eache - esponden s’ p o ile and ex en o ag eemen and ex en o pedagogical mani es a ions o educa ional philosophies o idealism, ealism, exis en ialism, and p agma ism in he ou a ea a iables such as eache ’s ole, eaching s a egy, class oom managemen , and cu iculum was a su ey ques ionnai e. Da a Analysis F equency coun s and pe cen ages we e employed o de e mine he p o ile o he eache - esponden s. Fo he ex en o eache s’ ag eemen and pedagogical mani es a ions o educa ional philosophies, weigh ed mean and i e-poin Like scale we e used. T- es was used o es he di e ence in he ex en o eache s’ ag eemen and pedagogical mani es a ions when g ouped acco ding o p o ile a iables, while Pea son P oduc Momen Co ela ion was used o es he ela ionship be ween ex en o eache s’ ag eemen and pedagogical mani es a ion along eache s’ ole, eaching s a egy, class oom managemen , and cu iculum. RESULTS AND DISCUSSIONS P o ile o Responden s The e we e 73 coope a ing eache s in ol ed in his s udy who u ilized bo h he synch onous and asynch onous mode o deli e y o ins uc ion du ing he pandemic. Majo i y o hem a e emale and ma ied, and had a ended a leas 3 semina s, ainings, and wo kshops h ough webina s om School Yea 2019-2020 o School Yea 2021-2022. Teache s’ Ag eemen and Mani es a ion o Educa ional Philosophies Table 1: Ex en o eache s’ ag eemen and pedagogical mani es a ion o educa ional philosophies Philosophies Ex en o Ag eemen Ex en o Pedagogical Mani es a ion Weigh ed Mean Desc ip ion Weigh ed Mean Desc ip ion Idealism 4.34 Ve y S ongly Ag ee 4.21 Ve y S ongly Mani es ed Realism 4.15 S ongly Ag ee 3.96 S ongly Mani es ed Exis en ialism 4.21 Ve y S ongly Ag ee 4.02 S ongly Mani es ed P agma ism 4.18 S ongly Ag ee 3.92 S ongly Mani es ed Table 1 shows he ex en o eache s’ ag eemen and pedagogical mani es a ion o educa ional philosophies; namely, idealism, ealism, exis en ialism, and p agma ism. As shown on able, he only philosophy o educa ion ha he esponden s ha e e y s ong mani es a ion and e y s ong ag eemen is idealism wi h weigh ed means o 4.34 and 4.21, espec i ely; while he esponden s ha e bo h s ong ag eemen and mani es a ion on p agma ism and ealism as shown by he weigh ed means o 4.18 and 3.92 o p agma ism and 4.15 and 34.96 o ealism. The only philosophy o educa ion ha go inconsis en esponse om he esponden s is exis en ialism whe e he esponden s e y s ongly ag ee on i wi h a weigh ed mean o 4,21, while hey only ha e s ong mani es a ion as poin ed ou by he weigh ed mean o 3.92. This shows ha e en du ing he pandemic, he coope a ing eache s we e idealis ic in ca ying ou hei unc ions as eache s as hey wan ed o gi e hei lec u e despi e he challenge o echnology. They encou aged hei s uden s o be on i ual o online and o lis en o hei lec u es. Hence, hey mani es an idealis eache . The idealis eache who acco ding o Aliman, A. e . al. (2020), is a eache who accep s he ideas o he s uden s, acili a es hinking h ough Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 14 (3); ISSN: 1989-9572 22 gene a ion o ideas, and encou ages he s uden s o sha e hei own ideas, ye mos o he ime gi es lec u es because an idealis eache mos ly used lec u e me hod o ins uc ion whe e he s uden s lis en o he eache - cen e ed app oach (Aliman, 2020). Table 2: Di e ence in he ex en o ag eemen and ex en o pedagogical mani es a ion o philosophies o educa ion when g ouped acco ding o sex. Va iable Ag eemen Pedagogical Mani es a ion Mean - alue P obabili y Mean - alue P obabili y Idealism Male 4.25 1.75 ns 0.081 4.16 1.038ns 0.30 Female 4.38 4.23 Realism Male 4.21 2.20 0.03 3.93 0.53ns 0.59 Female 4.03 3.98 Exis en ialism Male 4.15 1.07 ns 0.29 3.96 0.43ns 0.66 Female 4.24 4.03 P agma ism Male 4.24 2.64 0.01 3.86 1.04ns 0.298 Female 4.03 3.95 As gleaned on able 2 on he di e ence be ween he ex en o ag eemen and ex en o pedagogical mani es a ion o philosophies o educa ion when g ouped acco ding o sex, i e eals ha he e is no signi ican di e ence in he esponden s’ esponses wi h espec o he philosophies o idealism and exis en ialism. Thus, he inding shows ha he esponden s ha e simila pe spec i es o he philosophical iews and pedagogical p ac ices o hese wo educa ional philosophies. As ega ds he philosophies o ealism and p agma ism, he esponden s ha e signi ican di e ence in hei ex en o ag eemen wi h e e ence o sex wi h males who ag ee mo e on ealism han he emales, bu no signi ican di e ence in hei pedagogical mani es a ions. This is suppo ed by Hu lock (1980)and Planagan (1990) ha males a e mo e ealis ic while emales a e mo e idealis ic. Table 3: Di e ence in he ex en o ag eemen and ex en o pedagogical mani es a ion o philosophies o educa ion when g ouped acco ding o age. Va iable Ag eemen Pedagogical Mani es a ion Mean - alue P obabili y Mean - alue P obabili y Idealism Young 4.37 0.594 ns 0.553 4.20 0.192ns 0.969 Old 4.32 4.21 Realism Young 4.18 0.629ns 0.530 4.01 1.250ns 0.213 Old 4.13 3.91 Exis en ialism Young 4.26 1.126ns 0.262 4.07 1.258ns 0.210 Old 4.17 3.97 P agma ism Young 4.18 0.659ns 0.511 4.09 0.404ns 0.687 Old 4.13 4.06 As shown on able 3 on he di e ence in he eache s’ ex en o ag eemen and pedagogical mani es a ion o educa ional philosophies ela i e o age, i is hypo hesized ha he e is no signi ican di e ence in he ex en o ag eemen and ex en o pedagogical mani es a ions o he young and old-alike eache s wi h ega d o he ou philosophical amewo ks ensh ined in hei eaching. This means ha age is no a ac o in de e mining he di e ence in hei ag eemen and mani es a ion o pedagogical p ac ices a ibu ed o he ou philosophies o educa ion, which a e idealism, ealism, exis en ialism, and p agma ism. The eache s whe he hey a e young o old a e empowe ed o each hei s uden s wi h quali y and excellence. They a e mo i a ed by hei philosophy o eaching ancho ed ei he on idealism, ealism, exis en ialism o p agma ism, o by all hese philosophies o educa ion oge he wi h he ision o he Depa men o Educa ion and Commission on Highe Educa ion o o he educa ion sec o s. So in he ligh o hei philosophy o eaching, hey a e o shape he u u e o he Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 14 (3); ISSN: 1989-9572 23 child en and make hem be e p o essionals. This is suppo o Alemda , M and Alpe Ay ac (2022) who s a e ha eache s’ philosophical endencies in luence how hey s uc u e hei p o essional de elopmen and how hey ca y ou he eaching-lea ning p ocess. Table 4: Di e ence in he ex en o ag eemen and ex en o pedagogical mani es a ion o philosophies o educa ion when g ouped acco ding o ci il s a us. Va iable Ag eemen Pedagogical Mani es a ion Mean - alue P obabili y Mean - alue P obabili y Idealism Single 4.39 0.688 ns 0.492 4.29 1.064ns 0.289 Ma ied 4.33 4.17 Realism Single 4.15 0.007ns 0.994 4.08 1.496ns 0.136 Ma ied 4.02 3.94 Exis en ialism Single 4.31 1.030ns 0.305 4.09 0.779ns 0.437 Ma ied 3.19 4.01 P agma ism Single 4.26 1.072ns 0.285 4.08 1.931ns 0.055 Ma ied 4.16 3.88 Table 4 p esen s he di e ence in he eache s’ ex en o ag eemen and pedagogical mani es a ion o educa ional philosophies acco ding o ci il s a us. Findings e eal ha he e is no signi ican di e ence in eache s’ ex en o ag eemen and pedagogical mani es a ion o he philosophies o educa ion acco ding o ci il s a us. This shows ha he eache s, whe he ma ied o single ha e no di e ence in hei ag eemen and pedagogical mani es a ion o he philosophies o educa ion in he deli e y o ins uc ion. Table 5: Di e ence in he ex en o ag eemen and ex en o pedagogical mani es a ion o philosophies o educa ion when g ouped acco ding o ainings/wo kshops/semina s Va iable Ag eemen Pedagogical Mani es a ion Mean - alue P obabili y Mean - alue P obabili y Idealism Few 17.25 1.150 ns 0.252 49.94 1.789* 0.075 Many 17.57 51.44 Realism Few 16.53 0.745ns 0.457 46.91 1.683ns 0.094 Many 16.76 48.50 Exis en ialism Few 16.78 0.678ns 0.498 47.67 1.529* 0.128 Many 17.00 49.13 P agma ism Few 16.58 1.019ns 0.310 46.43 1.741ns 0.083 Many 16.90 48.04 Table 5 e eals ha he e is no signi ican di e ence in he eache s’ ag eemen and pedagogical mani es a ion o he ou philosophies o educa ion wi h ega d o he numbe o semina s, ainings and wo kshops a ended by eache s. This means ha he eache s who a ended ew o mo e semina s we e mo i a ed o ca y ou hei eaching unc ions as inspi ed by hei philosophy o eaching ancho ed on idealism, ealism, exis en ialism and p agma ism. So, he eache s’ who ancho ed hei eaching amewo ks along philosophies o educa ion ha e pe sonal con ic ions in ca ying ou hei unc ions whe he hey a ended ew o mo e semina s. So, a eache is simila o wha Pla o w o e: “When a man hinks, he becomes all he cha ac e in a d ama se in his mind. He inspi es, he answe s his inqui y, he e alua es, he conside s i s one al e na i e and hen ano he , he makes up his mind, hen pu sues ano he di ec ion and so on. This is he ma ix ou o which his delibe a e belie s come” This shows ha when a eache is passiona e enough in eaching, hose who will be unde his eache will make a di e ence in hei li es as hey a e guided and inspi ed o be wha hey ough o be. Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 14 (3); ISSN: 1989-9572 24 Table 7: Rela ionship be ween ex en o ag eemen and ex en o pedagogical mani es a ion o philosophies o educa ion when g ouped acco ding o a ea a iables. Va iables Co ela ion Coe icien P obabili y In e p e a ion Idealism and Teache ’s Role 0.539 0.000 Signi ican a .01 Teaching S a egies 0.314 0.000 Signi ican a .01 Class oom Managemen 0.638 0.000 Signi ican a .01 Cu iculum 0.563 0.000 Signi ican a .01 Realism 0.000 Signi ican a .01 Teache ’s Role 0.413 0.000 Signi ican a .01 Teaching S a egies 0.397 0.000 Signi ican a .01 Class oom Managemen 0.678 0.000 Signi ican a .01 Cu iculum 0.419 0.000 Signi ican a .01 Exis en ialism and 0.000 Signi ican a .01 Teache ’s Role 0.432 0.000 Signi ican a .01 Teaching S a egies 0.433 0.000 Signi ican a .01 Class oom Managemen 0.666 0.000 Signi ican a .01 Cu iculum 0.769 0.000 Signi ican a .01 P agma ism and 0.000 Signi ican a .01 Teache ’s Role 0.376 0.000 Signi ican a .01 Teaching S a egies 0.475 0.000 Signi ican a .01 Class oom Managemen 0.541 0.000 Signi ican a .01 Cu iculum 0.641 0.000 Signi ican a .01 Table 6 shows ha he e is a signi ican ela ionship be ween he eache s’ ex en o ag eemen and he ex en o hei pedagogical mani es a ions in all o he ou educa ional philosophies along all o he ou a ea a iables; namely, eache s’ ole, eaching s a egy, class oom managemen , and cu iculum. Findings e eal ha along ex en o ag eemen and mani es a ion in he ligh o idealism, eache ’s ole implies ha eache s uphold he s anda d o p o essional excellence ha is mo ally and in ellec ually wo hy o ollow. The s a egies in eaching encou age s uden s o hink and o apply c i e ia in seeking he u h, class oom managemen emphasizes sel -con ol, mo al judgmen and indi idual esponsibili y, and he cu iculum is subjec -cen e ed (Aliman, A 2020). Wi h ealism, ealis eache is one who mus be able o ela e lessons o he s uden s’ expe iences and elies on au hen ici y made es s capable and applicable o assess lea ning ou pu s; uses eaching s a egies which s ess oppo uni ies o disco e y app oach in p oblem sol ing essen ial o acqui ing knowledge on how o ace eal li e si ua ions, ega ds class oom managemen ha is se wi h ules o ex insic punishmen and in insic ewa ds acco ding o acknowledged c i e ia, and uses he cu iculum as subjec -cen e ed emphasizing accoun abili y and concep -d i en (Du a, S., 2020). Wi h ega d exis en ialism, Ga dne (2022) posi s ha eache s ha e he academic eedom o use a ied eaching s yles in esponse o hei lea ne s’ mul iple in elligences. Teache s may include his in hei philosophies o eaching in o de o add ess he di e ing lea ning s yles o li elong lea ning. Hence, he e exis s meaning ul lea ning expe ience. Mo eo e , along p agma ism, his philosophy ega ds eache as a helpe , guide and philosophe . The chie unc ion o a p agma ic eache is o sugges p oblems o his pupil and o s imula e hem o ind by hemsel es he solu ion which will wo k. The eache mus p o ide oppo uni ies o he na u al de elopmen o inna e quali ies o he child en. His main ask is o sugges p oblem o his s uden /pupils and o guide hem o ind ou he solu ions (Rai, P.C. e al.,2020).Fu he , Bu le (1969) elucida es ha a p agma ic educa o should no only be a decision-make bu also an educa o in ol ed in o al change in he con ex o educa ion, a guide o he lea ne s, plans lea ning ac i i ies in acco dance o mul iple in elligence, bo h an educa o and pa en , and one who espec s he eedom o he lea ne s. CONCLUSION In iew o he indings o he s udy, he coope a ing eache s adhe e o idealism and exis en ialism. Thei iews on ealism and p agma ism a e in luenced by sex. The mo e he eache s ag ee wi h he philosophies o educa ion, he mo e hey mani es hem in he eaching-lea ning p ocess. 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