2025 IJRSE – Volume 14 Issue 17
Available Online: 10 December 2025
Author/s:
Pido, Glorelyn G.*
Nueva Vizcaya State University, Philippines (lynpido29@gmail.com)
Bullecer, Wilhelmina C.
Nueva Vizcaya State University, Philippines (wennybullecer21@gmail.com)
Abstract:
This study examined the relationship between educational philosophy adherence and life and career skills among public elementary school teachers in the Kayapa East District for the academic year 2025–2026. Employing a quantitative descriptive-correlational design, the research utilized validated instruments to assess teachers’ adherence to six educational philosophies—perennialism, essentialism, progressivism, constructivism, existentialism, and social reconstructivism—as well as their life and career skills across five key dimensions: flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, and leadership and responsibility. Data were analyzed using descriptive statistics and Pearson’s r correlation at a 0.05 level of significance. Findings revealed a very high level of adherence to educational philosophies (grand mean = 3.63), with essentialism and existentialism rated highest. Similarly, teachers reported highly developed life and career skills (grand mean = 3.63), particularly in social and cross-cultural competencies. A very significant positive correlation (r = 0.956, p = 0.001) was found between philosophical adherence and life and career skills, indicating that teachers with stronger philosophical foundations exhibit enhanced professional competencies. Despite strong overall performance, areas of lower proficiency were identified, particularly in essentialist, progressivist, and constructivist practices and in aspects of adaptability and collaboration. Based on these findings, an educational management intervention program was proposed, emphasizing experiential learning, teamwork, and reflective teaching to enhance or sustain both philosophical adherence and life and career skills. The study underscores the integral role of philosophical alignment in strengthening 21st-century teaching competencies and recommends ongoing professional development and future research in broader contexts.
Keywords: educational philosophy adherence, life and career skills, management intervention
DOI: https://doi.org/10.5861/ijrse.2025.25243
Cite this article:
Pido, G. G., & Bullecer, W. C. (2025). Educational philosophy adherence of elementary school teachers in Kayapa East District: Its relationship to their life and career skills. International Journal of Research Studies in Education, 14(17), 193-208. https://doi.org/10.5861/ijrse.2025.25243
*Corresponding Author