Abstract

This study examined the relationship between educational philosophy and teaching style among 979 Japanese nursing educators, using two validated instruments: the Teaching Style Assessment Scale (TSAS) and the Learning & Educator Nurturing Style (LENS) inventory. The study addressed four research questions focused on group differences, distinct teaching profiles, and the replication of a previously identified four-cluster teaching style typology.

Results from a one-way ANOVA revealed two distinct subsets of educational philosophy—Idealism/Realism and Progressivism/Humanism—aligned with teacher-centered and learner-centered approaches, respectively. Discriminant analyses provided distinct teaching style profiles for each philosophy, confirming consistent and interpretable differences in instructional behavior. A hierarchical cluster analysis replicated the four-cluster typology of teaching styles previously established in a separate national study, further validating its stability.

These findings confirm a robust and replicable connection between educational beliefs and teaching practices and provide educators and researchers with a practical framework for reflection and development. The study concludes with a discussion of the implications for faculty development, educational policy, and future research, including the planned development of a short-form teaching style inventory. The project also reflects the responsible integration of Human-AI collaboration during the research and writing process.

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