The Predictive Role of Educational Philosophies for Teaching Styles

The purpose of this study was to determine the effects of educational philosophies on the teaching styles of faculty members of Kermanshah Teacher Training University in the academic year of 2018-2019. The present study was a descriptive-correlational study. The statistical population of the study consisted of all faculty members and lecturers (faculty member, official and duty officer) at the Teacher Training University of Kermanshah. Due to the small statistical population, the sample size was considered equal to the total population. The Patricia Educational Philosophy Scale (1972) and the Grasha and Richman Teaching styles Questionnaire (1996) were used as a measurement tool. The data were analyzed using Pearson correlation coefficient and regression analysis. Based on the results of this research, the dominant philosophy of education was the progressive and the dominant teaching style was interactive style among the professors at the Teacher Training University of Kermanshah. Also, the test of research hypotheses indicated that there is a significant relationship between educational philosophy and its dimensions with teaching styles and its dimensions in professors of Teacher Training University. Also, educational philosophy could predict the teaching styles of teachers. Therefore, it is possible to predict the educational approaches and mechanisms used by them by recognizing the educational philosophies of professors.