International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Teacher’s Perspectives On The Role Of Philosophical Foundations In Shaping Educational Policies And Classroom Practices

Author(s) Ms. Jessalyn Gumakay Ranario, Mrs. Kristel Fe Maglangit Rojo, Ms. Jhenny Oliveros Rosales, Prof. Dr. Meliza Pascual Alo
Country Philippines
Abstract This study examined teachers’ perspectives on how philosophical foundations shape educational policies and classroom practices. Interviews with six public school teachers, conducted using a qualitative descriptive design, revealed their awareness of various educational philosophies, including essentialism, progressivism, humanism, and constructivism, within the context of current reforms. The teachers perceive these philosophies as pertinent to addressing learning deficits and fostering comprehensive development. However, they encounter considerable discrepancies between the theoretical underpinnings of policies and the practical realities of their classrooms, primarily due to resource limitations and administrative burdens. The teachers' individual educational philosophies significantly shape their interpretation and application of educational policies. The study recommends the development of context-specific policies, a reduction in administrative tasks, and increased teacher participation in the policy-making process to improve the consistency between philosophical principles and practical implementation.
Keywords Philosophical foundations, educational policies, classroom practices, teacher perspectives, and policy–practice
Field Sociology > Education
Published In Volume 8, Issue 1, January-February 2026
Published On 2026-02-12
DOI https://doi.org/10.36948/ijfmr.2026.v08i01.66254
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