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This research aims to examine the educational philosophy of teachers in classrooms. Teachers' educational philosophy influences the power balance, course content function, student and teacher roles, responsibility for learning and assessment purposes and processes. The research also analyzes whether gender, qualification, specialization and experience significantly influence classroom educational philosophies.

The study utilized a quantitative research design, utilizing data from 193 teachers working in a public higher education institution in the Sultanate of Oman. The study utilized a survey method to solicit data from the respondents. Besides utilizing descriptive statistics such as mean and standard deviation, the study used analysis of variance (ANOVA) and t-test to test the hypotheses.

Analysis revealed an instructional strategy's preference, including elements of both teacher-centered and student-centered educational philosophies. Elements of progressivism, constructivism, reconstructivism and perennialism are more relevant in the teacher's instructional design. The results show no significant differences in teachers' pedagogical philosophy that exist based on gender, specialization and experience. However, teachers' age significantly influences their educational philosophy preferences.

This research centers on a public higher education institution in the Sultanate of Oman, with a particular focus on the Department of Business Studies. This resarch delimits its discussion on teachers' chosen educational philosophy. Other possible factors may also impact student retention and effective teaching and learning.

This research offers valuable insights to academicians, higher education administrators, and policymakers. Specifically, this research emphasizes the significance of employing a blended approach, which incorporates both student-centered and teacher-centered educational philosophies, to enhance student engagement, retention, and effective teaching and learning.

This research emphasizes the importance of educators' adoption of a blended educational philosophy in promoting student retention and engagement within higher education institutions. To achieve desirable outcomes, policymakers in higher education must ascertain which educational philosophy is most effective in the classroom. Additionally, ensuring congruence between preferred educational philosophy and teachers’  instructional practices is vital in facilitating effective teaching and learning.

To the best of the authors’ knowledge, this study is the first of its kind among teachers in higher education in the Sultanate of Oman. The outcome of this study helps detail the specific strategies teachers deploy and categorize into various educational philosophies.

In this paper, which was presented at the second Inter‐American Congress on Educational Administration, held July 29‐August 2, 1984 in Brasilia, DF, Brazil, the author sketches criteria for a philosophy that could contribute to advancement in educational administration. He then examines some positions and issues in the light of the criteria.

To see how educational philosophies that underlie lecture and case methods of teaching are related to how faculty perform their teaching, research, and service.

This paper is based on the premise that foundational philosophies, worldviews or paradigms underlie educational philosophies, and each educational philosophy favors a certain instructional methodology, which in turn implies a certain way or method of instruction.

The findings of this paper are that each educational philosophy favors a certain instructional methodology, which in turn determines not only the way that the instruction is performed but also how faculty perform their teaching, research, and service.

This paper implies that differences between the underlying world views of lecture and case methods of teaching similarly lead to differences in many other aspects of the teaching and learning process.

This paper implies that, in practice, faculty would perform their teaching, research, and service in a more consistent manner if they become consciously aware of the underlying philosophy of their teaching method.

The original contribution of this paper is that it shows how in a systematic manner the differences in teaching philosophy lead to differences in what faculty do in all areas of their activities: teaching, research, and service.

Sound administrative theory and research may ultimately provide the knowledge whereby administrative leaders in education can function most effectively. Such knowledge will never tell us, however, whether it is desirable to take a particular administrative action in any society at any time. Thus, an administrator should understand his personal philosophical foundations and value system, and do his best to construct a philosophical position that is as consistent and logical as possible. Five such positions, reconstructionism, experimentalism, idealism, realism, and existentialism, can serve as guidelines. Each position, whether it is basically progressivistic or essentialistic, has a reasonably distinct approach to the nature of reality, educational aims and objectives, and the educative process. The development of language analysis as philosophy's most important contribution to man is discussed briefly. A self‐evaluation check list has been developed, which may be employed by an administrator to assess his present philosophy of educational administration.

This chapter discusses a number of well-known African Philosophies of Education (APE) that could significantly improve the development of an international educational leadership curriculum. These include Preparedness/Preparationism, Utilitarianism/Functionalism, Communalism; Holisticism and Perennialism, Ethnophilosophy, Ubuntu, Community, Reasonableness, Moral Maturity, Maat or Ma'at African philosophies discovered from papyrus manuscripts including Imhotep, The Teachings of the Vizier Ptahhotep, The Tale of the Eloquent Peasant, and The Dialogue of a Man with his Soul, Kemit and As Above so Below, etc. In so doing, I identify the salient values of these philosophies, bringing out their qualities as well as their limitations, and discussing ways in which they could be incorporated into the contemporary field of developing an international leadership curriculum. This chapter first reviews contemporary literature on African Indigenous Education (AIE) and APE and their relevance in developing an international leadership curriculum using a descriptive and analytical interpretive approach then proposes an epistemic leadership theoretical framework to guide the delivery of APE in educational leadership learning. Such a leadership curriculum framework could be developed as part of the de-colonial epistemic movement within the Global South. The chapter concludes that while the link between APE, policy and practice is significant and new in the context of educational leadership curriculum research, its survival depends on the establishment of such a de-colonial epistemic theoretical framework.

The purpose of this paper is to see how educational philosophies that underlie lecture and case methods of teaching are related to setting course goals, objectives, and contents.

This paper is based on the premise that foundational philosophies, worldviews, or paradigms underlie educational philosophies, and each educational philosophy favors a certain instructional methodology, which in turn implies a certain way or method of instruction.

The findings of this paper are that each educational philosophy favors a certain instructional methodology, which in turn determines not only the way that the instruction is performed but also how course goals, objectives, and contents are set.

This paper implies that differences between the underlying world views of lecture and case methods of teaching similarly lead to differences in many other aspects of the teaching and learning process.

This paper implies that in practice, faculty would set their course goals, objectives, and contents in a more consistent manner if they become consciously aware of the underlying philosophy of their teaching method.

The original contribution of this paper is that it shows how in a systematic manner the differences in teaching philosophy lead to differences in what faculty would do in all areas of their course activities: goals, objectives, and contents.

The purpose of this paper is to use entrepreneurship to bridge the traditional-progressive education rift.

The rift between traditional and progressive education is first deconstructed into five dualisms. Conceptual question-based analysis is then applied to determine if and how three entrepreneurial tools could contribute to bridging this rift; effectuation, customer development and appreciative inquiry. Finally, pattern-based generalizations are drawn from this analysis.

Patterns in the analysis motivate the articulation of an overarching educational philosophy – learning-through-creating-value-for-others – grounded in entrepreneurship and capable of bridging the educational rift.

Only three entrepreneurial tools are included in the conceptual analysis, signifying a need to explore whether other tools could also help teachers bridge the traditional-progressive education rift. Entrepreneurial tools and the new educational philosophy manifesting entrepreneurship could also need to be further contextualized in order to be useful in education.

The tentatively new educational philosophy has been shown to be capable of bridging five dualisms in education which are currently problematic for teachers in their daily practice, and to remedy teacher challenges such as complexity, lack of resources, assessment difficulties and student disengagement.

An educational philosophy grounded in entrepreneurship has arguably not been proposed previously. Contrasting existent educational philosophies, this new philosophy goes beyond learning-through to also emphasize creating-value-for-others. This could facilitate bridging between traditional and progressive education, one of the most important challenges in education. It could also be used to facilitate the infusion of entrepreneurship into general education.

The approach used here to the study of philsophical influences on educational administration is an examination of case studies of administrative decisions in educational organizations where the decisions are considered as dependent variables, and the value and/or fact bases of the decisions are considered as independent variables. Nine such case studies are summarized. Decision‐making which deals with educational purpose is viewed as one significant area in educational administration where philosophical consideration can be studied. The study of correlations between administrative decisions and the value and factual bases should make contributions toward the prediction of administrative decisions. Additional significance of this study should focus on the development of strategies to influence or change administrative decisions.

The purpose of this paper is to draw on the philosophy of information, specifically the work of Luciano Floridi, to argue that digital civics must fully comprehend the implications of the digital environment, and consequently an informational ontology, to deliver to students an education that will prepare them for full participation as citizens in the infosphere.

Introducing this philosophy for use in education, the research discusses the ethical implications of ontological change in the digital age; informational organisms and their interconnectivity; and concepts of agency, both organic and artificial in digitally mediated civic interactions and civic education.

With the provision of a structural framework rooted in the philosophy of information, robust mechanisms for civics initiatives can be enacted.

The paper allows policy makers and practitioners to formulate healthy responses to digital age challenges in civics and civics education.