Abstract

• This study aims to investigate the effect of pedagogical beliefs on instructional practices of school teachers. The participants were selected from a random sample of 938 school teachers from Yangon Region and Rakhine State. Descriptive survey research method and quantitative data analysis were used in this study. As a research instruments, the Pedagogical Beliefs Questionnaire (PBQ) and the Instructional Practices Questionnaire (IPQ) were applied in this study. In the analysis of the data, descriptive statistics, independent samples t-test, one-way ANOVA, Post Hoc test, Pearson’s correlation analysis and Regression analysis were used in this study. The results of t-test revealed that there were no significant differences in traditional beliefs and subscales of instructional practices (traditional practice, interactive instructional practice and guided discovery practice) by gender but were significant differences in constructivist belief and flexible grouping practice subscale of instructional practices by gender. Then, the significant differences in subscales of pedagogical beliefs and instructional practices of school teachers were found among teacher position. Regression analysis revealed that traditional belief could highly positively predict traditional practice, and least positively predict guided discovery practice, flexible grouping practice and interactive instructional practice. Moreover, the constructivist belief could strongly positively predict guided discovery practice, flexible grouping practice and interactive instructional practice and could negatively predict traditional practice.