Teachers’ beliefs and practices in social studies: aligning theory with practice

This study explores the correlation between pedagogical perceptions and classroom practices among middle-level social studies teachers in West Gojjam, Ethiopia. Situated within the Ethiopian educational context, the research aims to examine how teachers’ beliefs about teaching approaches relate to their actual instructional methods… A correlational survey design was employed, and data were collected from 178 social studies teachers using a closed-ended questionnaire. The analysis revealed that teachers’ perceptions accounted for 45.2% of the variability in their classroom practices. Although the teachers generally held positive views toward constructivist teaching approaches, they did not entirely dismiss traditional methods. However, their actual implementation of constructivist practices was below the expected level. This indicates a gap between perception and practice, necessitating further research into the contextual factors that influence teaching behaviors in Ethiopian middle-level schools. The study underscores the importance of offering diverse in-service training programs that equip teachers with skills relevant to 21st-century pedagogical demands. It also highlights the need for educators to align their professional beliefs with constructivist principles through ongoing professional development, peer collaboration, and experiential learning. Ultimately, the findings call on educational institutions and stakeholders in Ethiopia to prioritize the integration of constructivist teaching and learning approaches in both pre-service and in-service teacher education.