Beliefs and Pedagogical Practices of Instructors in Higher Education Institutions

This quantitative study examined the alignment between instructors’ teaching beliefs and pedagogical practices in higher education institutions (HEIs) in Kibawe and Maramag, Bukidnon, during School Year 2025–2026. A total of 115 instructors from various fields of specialization—including Social Studies, English, Mathematics, Science, Filipino, and others —participated. Quantitative survey results were analyzed to determine patterns in beliefs and classroom practices and to identify the extent to which instructors’ enacted practices reflect their endorsed beliefs. Findings indicate a blended belief system. Instructors generally endorsed transmission-oriented views emphasizing instructional clarity, accuracy, and structured content delivery, while showing weaker support for rigid assumptions such as fixed knowledge and strict authority. At the same time, instructors strongly endorsed constructivist beliefs, emphasizing inquiry, discussion, multiple perspectives, and student meaning-making. Pedagogical practices were consistently reported across lecture-based, inquiry-based, dialogical and collaborative, and reflective-critical domains, suggesting a blended pedagogy in which direct instruction coexists with student-centered approaches. Beliefs and practices were positively and significantly associated, indicating that classroom enactment generally reflects belief orientations, although contextual constraints may moderate implementation. Variations in beliefs and practices were observed across fields of specialization, highlighting the influence of disciplinary norms on teaching conceptualization and pedagogical enactment, whereas age and teaching experience did not meaningfully distinguish these patterns. Recommendations include faculty development integrating belief clarification with practice-focused coaching, shared instructional resources to support inquiry and dialogue, specialization-based learning communities, and curricular and assessment structures that make blended pedagogy feasible across disciplines.