Spirituality, scientific beliefs, and educational values of Science teachers

This study investigated the relationship among spirituality, scientific beliefs, and educational values of science teachers in the Province of Capiz during the school year 2024–2025. Grounded in the understanding that teachers’ belief systems can shape their educational practices, this mixed methods research examined how spirituality and scientific beliefs influence educational values in public and private school settings across elementary, secondary, and tertiary levels. Using a researcher-made instrument with four parts, such as the Respondents’ Profile, Spirituality Questionnaire, Scientific Beliefs Questionnaire, and Educational Values Questionnaire, validated by experts, data were gathered from 377 randomly selected science teachers. This was followed by a Focus Group Discussion with 10 discussants. The study assessed the levels of spirituality, scientific beliefs, and educational values and determined their interrelationships using statistical tools, including frequency count, percentage, rank, mean, standard deviation, One-way Analysis of Variance (ANOVA), and Pearson’s r, at a 0.05 significance level. Findings revealed that science teachers demonstrated very high levels of spirituality, scientific beliefs, and educational values. A significant difference was found in educational values across different levels of spirituality, but not across different levels of scientific beliefs. Furthermore, while spirituality and scientific beliefs were found to be independent of each other, spirituality showed a positive significant relationship with educational values, whereas scientific beliefs exhibited a negative significant relationship with educational values.