Abstract
This study aimed to describe and compare the beliefs and behaviors of English teachers and examine how these influence quality teaching. Teachers’ beliefs are manifested through their instructional behaviors, which in turn contribute to improved educational practices and student achievement. Using a quantitative descriptive research method, the researcher gathered numerical data and analyzed them based on the characteristics of the population to allow for generalization. A survey questionnaire was utilized to describe the beliefs and behaviors of English teachers and to determine whether a significant relationship existed between the variables. The results indicate that the null hypothesis was rejected, as teachers’ beliefs and behaviors were found to be significantly related. Based on the data presented, teachers’ beliefs and behaviors demonstrate a positive correlation.
