Teaching Beliefs in Postmodernism and Culturally Responsive Pedagogy of Public Elementary School Teachers

This study examined the relationship between teaching beliefs grounded in postmodernism and culturally responsive pedagogy among public elementary school teachers. A descriptive-correlational research design was employed, involving 200 teachers from public elementary schools in Baganga District, Division of Davao Oriental. Standardized questionnaires were administered through face-to-face surveys. Data were analyzed using mean, standard deviation, Pearson product-moment correlation, and multiple linear regression analysis. The findings revealed that both postmodern teaching beliefs and culturally responsive pedagogy were rated at very high levels. A significant positive correlation was found between the two variables (r = 0.78, p = 0.000). Furthermore, the domains of postmodern beliefs—innovation, reflection, pluralism, and criticism, significantly influenced culturally responsive pedagogy, with a combined predictive value of R = 0.780 (p = 0.000). These results underscore the importance of promoting postmodernist teaching orientations as a means to foster inclusive, reflective, and culturally responsive teaching practices in public elementary schools.