Examining the Significant Differences in Teacher Attitudes Based on Thinking Styles Among Public School Secondary Teachers: An ANOVA Study

The purpose of the study was to ascertain if there was a significant difference in the teacher attitude of public-school secondary teachers when grouped according to thinking styles. A total of 90 public secondary school teachers from New Corella District, Division of Davao del Norte were identified through tabachnick and fidell formula. The study utilized a descriptive-comparative design. Adapted survey questionnaires which focused on the teacher attitude were utilized in the gathering of data. Frequency and Percentage, Mean, and One way ANOVA were used as statistical tools of the study. Results revealed that on the thinking styles of teachers in New Corella District, Division of Davao del Norte, and the findings revealed that the most prevalent style was the Realist. This suggests that a considerable number of teachers prefer practical, fact-based approaches in their on the level of teacher attitude, the results showed that all five indicators were rated as High, suggesting that teacher attitudes are oftentimes evident in their classroom practices. These findings indicate a consistently positive and engaged mindset among teachers in the district, with enthusiasm being the most pronounced. Moreover, regarding the significant difference in teacher attitude when grouped according to thinking styles, the computed F-value of 12.901 and p-value of .000—which is less than the 0.05 level of significance—indicated a statistically significant difference. This result implies that thinking styles significantly influence the attitudes of teachers toward their profession and their students. This study also recommended that DepEd should design professional development initiatives that address the varied thinking styles of teachers, encouraging practical and adaptable teaching approaches.