Abstract:
This study determines the relationship between the philosophical perspectives and curriculum engagement of teachers. Teachers bring myriad attitudes, beliefs, and dispositions that impact the totality of their teaching experience. Their philosophy of teaching is at the heart of their profession as they interact with diverse stakeholders in the educational milieu. Teachers throughout their school experience have engaged with different types of curricula such as the explicit curriculum, implicit curriculum, and null curriculum. The study utilized the descriptive-correlational survey method and the sample comprised 80 public school teachers. The salient findings of the study indicate a significant relationship between the teachers' philosophical perspectives and the null curriculum engagement but there exists no significant relationship between the teachers' philosophical perspectives and both explicit and implicit curriculum engagement. Further studies are needed to explore areas of the educational endeavor to effect improvements in the curriculum that empowers and capacitates teachers, particularly in the teacher education programs, to understand, develop, and articulate a clear and functional philosophy of teaching.
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