Contextualizing Core Values in Public Secondary Education: A Mixed-Methods Study in the Philippines

This study employed a sequential explanatory mixed-methods design to examine the contextualization of core values among teachers and learners. The study involved 82 teachers, using complete enumeration to ensure comprehensive representation, and a purposive sample of 12 learners to provide qualitative insights. Quantitative data were analyzed using the Chi-square test of independence to determine the relationship between teachers’ demographic variables—age, sex, educational attainment, years of teaching experience, and attendance in values-based seminars—and the integration of core values, with significance set at α = 0.05. Qualitative data from open-ended responses and interviews were analyzed thematically through transcription, coding, clustering, and theme development. Findings revealed that demographic variables had no significant correlation with core values integration. In contrast, participation in values-based seminars showed a highly significant association (p = 0.001), highlighting the importance of professional development. Thematic analysis identified key themes, including the display of ethical and moral values, fostering respect and empathy, and promoting collaboration and responsibility. Institutional factors also emerged, such as policy-driven value integration, cultural relevance and inclusivity in the curriculum, community collaboration, and deliberate teacher practices modeling ethical behavior. Triangulation of quantitative and qualitative findings demonstrated convergence: while demographic traits were non-determinative, structured training, supportive policies, and culturally responsive practices were critical for effective values integration. These results underscore that fostering a values-driven educational environment relies on deliberate professional development and institutional support rather than innate characteristics, providing a holistic understanding of how ethical, empathetic, and responsible practices can be cultivated in educational settings.