Assessing Teachers’ Integration of Core Filipino Values and Learners’ Value Manifestation: A Correlational Study

Abstract

Filipino values served as guiding principles that influenced the attitudes, behavior, relationships, and social interactions of individuals in Philippine society. This study examined the relationship between teachers’ integration of Filipino core values and learners’ manifestation of these values in public junior and senior high schools in Bohol, Philippines. The study utilized a quantitative descriptive-correlational research design. The participants consisted of 61 teachers selected through purposive sampling and 421 learners selected through stratified random sampling. A fully adapted questionnaire from Semacio et al. (2024) was used, and the data were analyzed using descriptive statistics and Pearson r correlation. The findings revealed that teachers moderately integrated Filipino core values in classroom instruction (M = 3.19, SD = 0.924), while learners moderately manifested these values (M = 2.81, SD = 0.619). Makakalikasan was identified as the least consistently integrated and demonstrated core value. The study further found no significant relationship (p value = 0.704) between teachers’ value integration practices and learners’ manifestation of Filipino core values, indicating that learner behavior is influenced by factors beyond classroom instruction. Based on these findings, the study recommended implementing an action plan that includes capacity-building programs, collaboration, multidisciplinary assessment approaches, and environmental field exposure activities to strengthen the integration of Filipino core values.

Introduction

The study examines how teachers integrate the Department of Education (DepEd) core Filipino values—Maka-Diyos, Makatao, Makakalikasan, and Makabansa—into classroom instruction and how these values are manifested by learners in a public high school in Bohol, Philippines. Filipino values are considered essential for character formation, responsible citizenship, and social responsibility, yet concerns about learner behavior and limited classroom integration strategies prompted the investigation.

Using a quantitative descriptive-correlational design, the study surveyed 61 teachers and 421 junior and senior high school students. Data were collected through a validated questionnaire measuring teachers’ value integration practices and learners’ manifestation of core Filipino values. Statistical analyses included weighted means, standard deviations, and Pearson’s correlation.

Key Findings

1. Teachers’ Integration of Core Filipino Values

• Overall integration was rated “Integrated” (Mean = 3.19).
• Maka-Diyos (spiritual and moral values) received the highest rating (Mean = 3.24).
• Makakalikasan (environmental responsibility) received the lowest rating (Mean = 3.14), though still considered integrated.
• Results indicate that values are generally incorporated into classroom instruction, but environmental values are less consistently emphasized.

2. Learners’ Manifestation of Core Filipino Values

• Overall manifestation was rated “Manifested” (Mean = 2.81).
• Makabansa (patriotism and civic responsibility) had the highest manifestation (Mean = 2.99).
• Makakalikasan again received the lowest score (Mean = 2.65), suggesting weaker environmental awareness and practice among learners.
• Learners generally demonstrated discipline, cooperation, civic responsibility, and respect, but environmental behaviors were less consistently observed.

Discussion and Implications

The findings suggest that consistent integration of values in teaching contributes to positive learner behavior and character development. However, environmental values require stronger emphasis through classroom instruction, school programs, and sustainability-related activities. Previous studies support the importance of teacher competence, contextualized learning, school-home collaboration, and participatory teaching approaches in strengthening values education.

Conclusion

The findings of the study concluded that the teachers’ integration and learners’ manifestation of Filipino core values were at a moderate level. Environmental values, including environmental responsibility and ecological awareness, were less consistently integrated and demonstrated in classroom practices. The study also found no significant relationship between the teachers’ level of integration and the learners’ manifestation of Filipino core values. Although a very weak positive relationship existed, the influence of teachers’ integration practices on learner behavior remained minimal. These findings indicated that the manifestation of Filipino core values was also influenced by factors beyond classroom instruction.

References

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Copyright

Copyright © 2026 Angelo Grafe Lugo. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.