ABSTRACT

The purpose of this study is to determine which epistemological belief best influence

pedagogical content knowledge of junior high school English teacher. This study

utilized a non-experimental quantitative research design utilizing descriptive-

correlational technique. Data were sourced through survey involving 210 junior high

school English teachers of the different public high schools in Digos city, Davao del

Sur, who were teaching English as field specialization. Using weighted mean,

epistemological beliefs were assessed as moderate and pedagogical content

knowledge of junior high school English teachers were assessed to be both high.

Pearson product moment correlation revealed that epistemological beliefs, which

includes ability to learn, structure of knowledge and speed of learning are not all

significantly related to pedagogical content knowledge. Of all the indicators of the

epistemological beliefs, only stability of knowledge was found to significantly correlate

with pedagogical content knowledge in terms of subject matter. This means that there

is a chance that when stability of knowledge is increased, pedagogical content

knowledge in terms of subject matter would likely decrease, holding other variables

as constant.

Keywords: education, epistemological beliefs, pedagogical content knowledge, junior

high school English teachers, Philippines