V2I5P108

Unveiling the World View of Social Studies Teachers Handling Learners in Mainstream Education

Rowena R. Cabañeles¹, Nancy B. Espacio, EdD²

Abstract

Social Studies teachers play a critical role in shaping students’ understanding of historical and social contexts in mainstream education. This study examines their perspectives on their responsibilities, the challenges they encounter in managing diverse classrooms, and the influence of their personal beliefs and experiences on instructional strategies. Employing a case study research design, data were collected through key informant interviews with Social Studies teachers, providing an in-depth exploration of their pedagogical approaches and the factors that shape their teaching practices. Findings reveal that teachers perceive their role as facilitators of historical and social awareness, curriculum interpreters, and promoters of critical thinking and inquiry. However, they face significant challenges in managing student diversity, particularly in addressing cultural, socio-economic, and linguistic differences, as well as disparities in academic readiness. These challenges require continuous adjustments to instructional approaches to ensure equitable learning opportunities for all students. Additionally, the study finds that teachers’ personal beliefs and past experiences significantly influence their instructional decisions, affecting content selection, pedagogical strategies, and classroom engagement. The study emphasizes the need for institutional support, professional development programs, and access to diverse teaching resources to strengthen Social Studies instruction. Addressing the challenges identified will contribute to more inclusive and meaningful learning experiences, allowing students to develop critical perspectives on historical and social issues. Recommendations focus on refining instructional methods, strengthening teacher training programs, and fostering collaboration among educators to improve Social Studies education in diverse classroom settings.

Keywords:

Teacher Worldviews, Social Studies Education, Mainstream Education, Diverse Classrooms, Philippines