Teaching Beliefs in Postmodernism and Culturally Responsive Pedagogy of Public Elementary School Teachers
Rosabelita M. Pudpud
Graduate School, The Rizal Memorial Colleges, Inc.,Davao City, Philippines.
Josephine B. Baguio *
Graduate School, The Rizal Memorial Colleges, Inc.,Davao City, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study examined the relationship between teaching beliefs grounded in postmodernism and culturally responsive pedagogy among public elementary school teachers. A descriptive-correlational research design was employed, involving 200 teachers from public elementary schools in Baganga District, Division of Davao Oriental. Standardized questionnaires were administered through face-to-face surveys. Data were analyzed using mean, standard deviation, Pearson product-moment correlation, and multiple linear regression analysis. The findings revealed that both postmodern teaching beliefs and culturally responsive pedagogy were rated at very high levels. A significant positive correlation was found between the two variables (r = 0.78, p = 0.000). Furthermore, the domains of postmodern beliefs—innovation, reflection, pluralism, and criticism, significantly influenced culturally responsive pedagogy, with a combined predictive value of R = 0.780 (p = 0.000). These results underscore the importance of promoting postmodernist teaching orientations as a means to foster inclusive, reflective, and culturally responsive teaching practices in public elementary schools.
Keywords: Teaching beliefs in postmodernism, culturally responsive pedagogy, descriptive correlational, education