• ALFE SUANER GUMANDAM Department of Education, Zamboanga del Sur, Mindanao, Philippines.
  • BENJAMIN MANGILA School of Teacher Education, Josefina H. Cerilles State College, Mindanao, Philippines.




epistemological beliefs, instructional practices, academic achievement, Quality Learning Circle (QuaLCi)


This study was undertaken to ascertain the epistemological beliefs and instructional practices of English teachers and their relationship to the academic achievement of students in all secondary schools of Quality Learning Circle I (QuaLCi I), in the municipalities of Dumingag, Mahayag, and Josefina, Zamboanga del Sur, Mindanao, Philippines, during the School Year 2018-2019. It made use of the descriptive correlational research design with the questionnaire-checklist as primary data gathering tool. The findings of the study clearly revealed that English teachers possessed fair personal views about the nature of knowledge and learning. They also employed varied instructional practices throughout most lessons in the entire unit or topic. Majority of the high school students had initially mastered basic competencies in the English subject. The teachers’ epistemological beliefs were positively correlated with their instructional practices. Furthermore, there was no significant relationship between the teachers’ epistemological beliefs and instructional practices and their students’ academic achievement.


Abelson, R. (1979): Differences between belief systems and knowledge systems. – Cognitive Science 3(4): 355-366.

Balyer, A., Özcan, K. (2014): Choosing Teaching Profession as a Career: Students' Reasons. – International Education Studies 7(5): 104-115.

Baxter Magolda, M.B. (2002): Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. – Jossey-Bass Publishers 472p.

Belenky, M.F., Clinchy, B.M., Goldberger, N.R., Tarule, J.M. (1986): Women’s ways of knowing: The development of self, voice, and mind. – Basic Books Publishers 288p.

Brownlee, J., Boulton-Lewis, G., Purdie, N. (2002): Core beliefs about knowing and peripheral beliefs about learning: Developing a holistic conceptualization of epistemological beliefs. – Australian Journal of Educational & Developmental Psychology 2: 1-16.

Dweck, C.S. (2000): Self-theories: Their role in motivation, personality, and development. – Psychology Press 212p.

Fang, Z. (2006): A review of research on teacher beliefs and practices. – Educational Research 38(1): 47-65.

Guerriero, S. (2014): Teachers’ pedagogical knowledge and the teaching profession. – OECD Library 7p.

Hofer, B.K. (2002): Personal epistemology as a psychological and educational construct: An introduction. – In Hofer, B.K., Pintrich, P.R. (Eds.) Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, N.J.: L. Erlbaum 11p.

Hofer, B.K., Pintrich, P.R. (1997): The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. – Review of Educational Research 67(1): 88-140.

Hoover, J.J., Hopewell, S., Sarris, J. (2014): Core ESL instructional practices (CEIP). – Boulder, CO: BUENO Center, University of Colorado 29p.

Jones, M.G., Carter, G. (2007): Science teacher attitudes and beliefs. – In Abell, S., Lederman, N. (Eds.) Handbook of research on science education Mahwah, New Jersey: Lawrence Erlbaum Associates 37p.

Kagan, D.M. (2002): Professional growth among pre-service and beginning teachers. – Review of Educational Research 62(2): 129-169.

King, P.M., Kitchener, K.S. (1994): Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. – John Wiley & Sons 323p.

Levitt, K. (2001): An analysis of elementary teachers’ beliefs regarding the reaching and learning of science. – Science Education 86(1): 1-22.

Luft, J.A., Roehrig, G.H. (2007): Capturing science teachers’ epistemological beliefs: The development of the teachers’ beliefs interview. – Electronic Journal of Science Education 11(2): 38-63.

Nespor, J. (1987): The role of beliefs in the practice of teaching. – Journal of Curriculum Studies 19(4): 317-328.

Olafson, L.J., Schraw, G. (2002): Some final thoughts on the epistemological melting pot. – Issues in Education 8(2): 233-246.

Pajares, M.F. (2002): Teachers' beliefs and educational research: Cleaning up a messy construct. – Review of Educational Research 62(3): 307-332.

Perry Jr., W.G. (1970): Forms of intellectual and ethical development in the college years: A scheme. – Jossey-Bass 336p.

Peterman, F. (2003): Implications of psychological research on student learning and college teaching for teacher education. – In Houston, W.R. (Eds.) Handbook of Research on Teacher Education, New York: Macmillan 31p.

Pintrich, P. (2000): Motivational and self-regulated learning components of classroom academic performance. – Journal of Educational Psychology 82(1): 33-40.

Richardson, V. (1996): The role of attitudes and beliefs in learning to teach. – In Sikula, J. (Eds.) The Handbook of Research in Teacher Education, New York: Macmillan 17p.

Schoenfeld, A.H. (1989): Explorations of students’ mathematical beliefs and behavior. – Journal for Research in Mathematics Education 20(4): 338-355.

Schommer, M. (1993): Epistemological development and academic performance among secondary students. – Journal of Educational Psychology 85(3): 406-411.

Schommer, M. (1990): Effects of beliefs about nature of knowledge on comprehension. – Journal of Educational Psychology 82(3): 498-504.

Schraw, G.J., Olafson, L.J. (2008): Assessing teachers’ epistemological and ontological worldviews. In Knowing, knowledge and beliefs, Springer, Dordrecht 19p.

Smith, M.U., Siegel, H. (2004): Knowing, believing, and understanding: What goals for science education? – Science & Education 13(6): 553-582.

Southerland, S.A., Sinatra, G.M., Matthews, M.R. (2001): Belief, knowledge, and science education. – Educational Psychology Review 13(4): 325-351.

Stipek, D., Givvin, K., Salmon, J., MacGyvers, V. (2001): Teachers' beliefs and practices related to mathematics instruction. – Teaching and Teacher Education 17(2): 213-226.

Sulimma, M. (2009): Relations between epistemological beliefs and culture classifications. – Multicultural Education and Technology Journal 3(1): 74-89.

Tobin, K. (2002): Constructivist perspectives on teacher learning. – In Tobin, K. (Eds.) The Practice of constructivism in science education, Hillsdale, N.J: Lawrence Erlbaum Associates 11p.

Tsai, C.C. (2006): Reinterpreting and reconstructing science: Teachers’ view changes toward the nature of science by courses of science education. – Teaching & Teacher Education 22(3): 363-375.

Wood, P.K., Kardash, C.A. (2002): Critical elements in the design and analysis of studies of epistemology. – In Hofer, B.K., Pintrich, P.R. (Eds.) Personal epistemology: The psychology of beliefs about knowledge and knowing, Mahwah, NJ: Lawrence Erlbaum Associates 29p.

Zmuda, A. (2010): Breaking free from myths about teaching and learning. – ASCD196p.




How to Cite

GUMANDAM, A. S., & MANGILA, B. (2021). EXPLORING TEACHERS EPISTEMOLOGICAL BELIEFS AND INSTRUCTIONAL PRACTICES AS PREDICTORS OF STUDENTS ACADEMIC ACHIEVEMENT. Quantum Journal of Social Sciences and Humanities, 2(4), 1–12. https://doi.org/10.55197/qjssh.v2i4.35