THE TEACHING PHILOSOPHY OF A TEACHER AND ITS IMPACT ON THE TEACHING LEARNING PROCESS: AN OVERVIEW

Abstract

This study explores the relationship between a teacher's teaching philosophy and its impact on the teaching-learning process. The literature review emphasizes the definition of teaching philosophy, its components, and the importance of its development and implementation for both teachers and students. The review also highlights the impact of teaching philosophy on student learning, teacher motivation, and professional development. The study presents results that include teachers' teaching philosophy profiles, the relationship between teaching philosophy and student learning, and the comparison of teaching philosophy among teachers from different disciplines. The discussion analyzes the implications of the results and the theoretical and practical implications of teaching philosophy for the teaching-learning process. It also provides directions for future research and highlights the policies on teaching philosophy that exist in various educational institutions. The conclusion summarizes the findings and emphasizes the importance of developing and implementing a teaching philosophy to enhance the teaching-learning process. The study recommends that teachers should be encouraged to develop their teaching philosophy to ensure effective teaching and learning. It also recommends that educational institutions should provide support to teachers in developing and implementing their teaching philosophy. Overall, this study provides valuable insights into the importance of teaching philosophy and its impact on the teaching-learning process. The study underscores the need for teachers to develop their teaching philosophy and for educational institutions to support them in this endeavor. By doing so, teachers can better engage and motivate their students