Epistemic Beliefs and Work Values of Public Elementary School Teachers
Princess Ann C. Tanutan
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 aimed to explore the significant relationship between epistemic beliefs and work values among public elementary school teachers in Mati District, Division of Davao Oriental. A descriptive-correlational research design was utilized, with a sample of 111 teachers from various public elementary schools in Mati District, Division of Davao Oriental. Data were gathered through standardized questionnaires and analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression. The results showed that the extent of epistemic beliefs and work values among teachers was at a very extensive level. Correlation analysis revealed a significant relationship between epistemic beliefs and work values. Additionally, the study found that the domains of epistemic beliefs such as the structure, speed, control and source significantly influenced teachers' work values. Based on these findings, it is recommended that school administrators may emphasize the development of epistemic beliefs among teachers. Professional development programs may focus on promoting these beliefs to enhance teachers' alignment with work values that foster a collaborative and growth-oriented school environment.
Keywords: Epistemic beliefs, work values, teachers, public elementary schools, descriptive-correlational, education