本研究試圖瞭解菲律賓公立學校教師在學習者、課堂教學和學習成果評估等面向的相關信念，以及這些信念如何在教與學的歷程中被轉化為實務。本研究試圖辨識影響教學信念轉化為教學實務的因素以及教師信念與實務間的一致性與不一致性。本研究訪談45位菲律賓奎松市公立學校教師，並觀察其中16位受訪教師的課堂教學。經過資料分析，研究結果顯示公立教師們認為最適當的教學方法主要反映了行為主義理論的原則，這些教師也更習慣以傳統評量方式來衡量學生學習。其次，信念和實務的一致性產生了更受肯定的教學實務，且教師豐富的教學內容知識、對於個人信念的堅定看法、熱情與承諾，以及對學生學習的重視有助於將教學信念轉化為實務。研究建議為縮小教育部所規畫課程與第一線教師所實施課程的落差，應使學校教師更多的參與課程規劃與研發，並為學校教師提供持續的在職進修。

This study aimed at determining the beliefs of the Philippine public school teachers about learners, classroom teaching, and assessment of learning outcomes and how the beliefs on the teaching-learning process are translated into practice. Factors that influence the translation of beliefs to practice as well as points of consonances and dissonances between beliefs and practices of teachers were identified. Forty-five Quezon City public high school teachers in the Philippines were interviewed, and from these, sixteen teachers were selected for observation in their classes. Data gathered were analyzed thematically. Biased and fixed mind-set dominantly represented the beliefs of teachers about the learners. The teachers believed that the most appropriate teaching approach for such learners were ones that characterize the principles of behaviorism. They also were more inclined to rely more on traditional assessment to gauge student learning. Consonance between beliefs and practices tend to lead to more favorable classroom teaching practice. Teachers’ rich pedagogical content knowledge, strong conviction in their belief, passion and commitment, and focus on student learning facilitated translation of beliefs to practice. To bridge the gap between the intended curriculum prescribed by the Department of Education and the implemented curriculum by the teachers, it is recommended that the teachers be more involved in the planning and development of the curriculum as well as be provided continuing professional development.