| 1 |
Author(s):
Maricyl A. Feliza.
Page No : 1-10
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A Content Analysis of Comprehensive Sex Education Guidelines in the Philippine DepEd K to 12 Curriculum
Abstract
This study investigates the alignment and implementation of Comprehensive Sexuality Education (CSE) within the Philippine Department of Education’s (DepEd) K to 12 curricula through a qualitative content analysis of key policy documents, notably DepEd Order No. 31, s. 2018. The findings reveal partial alignment with international standards set by UNESCO and WHO, but significant implementation gaps persist due to the curriculum’s integrative structure, which compromises thematic coherence and instructional depth. Cultural and religious influences—particularly the dominance of Catholic values—serve as both facilitators and barriers, especially in addressing reproductive health and LGBTQ+ topics. Additional challenges include teacher discomfort, inadequate training, and a misalignment between national policies such as the Responsible Parenthood and Reproductive Health (RPRH) Law and actual classroom practices. The study contributes to curriculum theory by affirming the importance of culturally responsive pedagogy, underscores the relevance of critical pedagogy in challenging dominant norms, and highlights the underutilization of human rights education frameworks. Unexpected patterns emerged, including the strong influence of teachers’ personal beliefs over policy content and the exclusion of student voices in curriculum development. Practical implications point to the need for inclusive curriculum reform, enhanced teacher training, improved policy coherence, community engagement, and comprehensive monitoring systems. While the study is limited by its reliance on secondary sources and the absence of direct stakeholder input, it offers a foundation for future research that incorporates empirical, stakeholder-informed approaches to better understand and improve CSE delivery across the diverse educational contexts of the Philippines.
KEYWORDS: Comprehensive Sexuality Education, Philippine curriculum, UNESCO standards, LGBTQ+ inclusion, culturally responsive pedagogy, reproductive health education, critical pedagogy
| 2 |
Author(s):
Benglen Buray Ecleo, Manuel S. Tan.
Page No : 11-20
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Readiness to Adopt New Technologies for Teaching and Learning in Education of Don Jose Ecleo Memorial College
Abstract
Readiness to Adopt New Technologies for Teaching and Learning in Education of Don Jose Ecleo Memorial College
This study investigates the factors influencing technology adoption at Don Jose Ecleo Memorial College (DJEMC), a rural higher education institution in the Philippines. Utilizing a descriptive-correlational design and the Unified Theory of Acceptance and Use of Technology (UTAUT) as a framework, the research examines the relationships between performance expectancy, effort expectancy, social influence, facilitating conditions, and intention to adopt technology among faculty and students. Data was collected through questionnaires from 345 students and 83 faculty members. Results indicate a generally positive perception of technology adoption at DJEMC, with high levels of performance expectancy, effort expectancy, social influence, and intention to adopt both current and emerging technologies. Significant findings include the critical role of administrative support and organizational infrastructure, alongside the importance of building digital competence and ensuring equitable access. While demographic factors did not significantly influence adoption intention, a notable difference emerged between faculty and student perceptions. The study concludes that DJEMC possesses a strong foundation for technology integration, highlighting the need for continued investment in infrastructure, training, and supportive policies. Based on these findings, a Technology Integration Plan is proposed, outlining strategies for enhancing digital teaching and learning and for fostering a culture of innovation that promotes digital equity within the institution. This research contributes valuable insights for policymakers and educators in rural higher education seeking to bridge the digital divide and empower students and faculty for 21st-century learning.
| 3 |
Author(s):
Maria Ruth R. Edradan, Nikko T. Ederio.
Page No : 21-28
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School Heads’ Professional Development, Teachers’ Efficacy, and Organizational Transformation in DepEd Caraga: A Quantitative Analysis
Abstract
This study examined the relationship between school heads’ professional development, teachers’ efficacy, and the organizational transformation of public schools in the Caraga region, Philippines. Anchored on the Philippine Professional Standards for School Heads (PPSSH) and the School-Based Management (SBM) framework, the research employed a descriptive-correlational design involving 328 school heads and 380 proficient teachers randomly selected from 12 Schools Division Offices. Validated questionnaires measured the levels of professional development, organizational transformation, and teacher efficacy. Data were analyzed using descriptive statistics, t-tests, ANOVA, and Pearson’s correlation. Findings revealed that school heads’ professional development and teachers’ efficacy were rated at advanced levels, while schools were assessed as highly transformed. Significant correlations were found between school heads’ professional development and organizational transformation, though no significant relationship emerged with teachers’ efficacy. The study recommends continuous, targeted professional development and stronger collaborative mechanisms between school heads and teachers to sustain transformation.
Keywords: Professional Development, Teacher Efficacy, Organizational Transformation, DepEd, Caraga, Philippines
| 4 |
Author(s):
Jerry R. Dulguime, Felisa G. Laranjo .
Page No : 29-37
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Instructional Leaders’ Practices in Multigrade Schools in Siargao Island
Abstract
The study investigated the instructional leadership practices of multigrade school heads in the Siargao Island Division. Specifically, it examined the respondents’ profiles (age, sex, educational attainment, and years in service) and their practices across five domains: leading strategically, managing school operations and resources, focusing on teaching and learning, developing self and others, and building connections. Using a descriptive research design, data were collected from 35 multigrade school heads through a validated researcher-made questionnaire. Results showed that most respondents were female, aged 40–45, enrolled in graduate studies, and in service for 0–5 years. They demonstrated well-practiced instructional leadership across all domains. Age and years in service significantly influenced leadership practices, while sex and educational attainment did not. Despite being relatively new in their positions, the school heads exhibited effective instructional leadership. Recommendations included establishing a context-based mentoring program, knowledge-sharing platforms, and MANCOM-led briefing sessions to enhance multigrade instructional leadership. KEYWORDS: Multigrade Education, Instructional Leadership, School Heads, Strategic Leadership, Teaching and Learning, Professional Development, Resource Management, Educational Management, Siargao Island
| 5 |
Author(s):
Khe May C. Sajelan, Alcher J. Arpilleda.
Page No : 38-44
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Teachers’ Mathematical Content Knowledge and Pedagogical Skills in Relation to the Learners’ Mathematical Achievement in Cagdianao District, Dinagat Islands
Abstract
This quantitative correlational study investigated the relationship between mathematics teachers’ content knowledge and pedagogical skills and the learners’ mathematics achievement in secondary schools in Cagdianao District, Dinagat Islands. Participants included 20 secondary mathematics teachers and 326 students from Grades 7 to 11, selected through total enumeration and stratified random sampling, respectively. Data were gathered through validated survey questionnaires measuring teachers’ mathematical content knowledge, pedagogical skills, and students’ self-assessed competencies, alongside students’ final grades in mathematics. Results revealed that teachers generally possessed high content knowledge and pedagogical skills, though technology-related pedagogical skills were only moderately satisfactory. Educational attainment significantly influenced content knowledge and selected pedagogical skills, but no significant correlation was found between teachers’ content knowledge and students’ achievement. Findings underscore the importance of continuous professional development, particularly for teachers without postgraduate qualifications. Recommendations include targeted training, incentives for advanced study, and ongoing assessment of teachers’ mathematical proficiency to enhance student outcomes. KEYWORDS: Content Knowledge, Pedagogical Skills, Mathematics Achievement, Mathematics Competencies, Dinagat Islands, Philippines
| 6 |
Author(s):
Alma G. Losa, Nikko T. Ederio.
Page No : 45-52
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Navigating Struggle and Support: The Lived Experiences of Clustered Multigrade School Heads in Managing Instructional and Leadership Tasks
Abstract
This qualitative phenomenological study explored the lived experiences of school heads managing clustered multigrade schools in geographically isolated and resource-limited areas within the Division of Dinagat Islands. Anchored in constructivist ontology and guided by Giorgi’s descriptive phenomenological method, the study involved eight purposively selected school heads who participated in semi-structured, in-depth interviews. Analysis revealed seven major themes: emotional distress and personal sacrifices coping up with resilience; deep commitment and values-driven attitude amid complex tasks; effective strategies and adaptability in response to adversity; struggles in giving timely technical assistance and instructional supervision; resistance with dedication from isolation, distance, and burnout; strong relational foundation and enduring strength found in community; and meaningful connection to one’s role in making a difference. Findings indicated that despite emotional and logistical challenges, school heads demonstrated resilience, adaptability, and a strong service orientation, employing strategic leadership practices and community engagement to sustain school operations. The results underscore the need for enhanced systemic support, tailored professional development, and policy reforms recognizing the unique realities of clustered multigrade leadership.
Keywords: Multigrade Leadership, Clustered Schools, Instructional Supervision, Emotional Resilience, Adaptive Strategies, Educational Management, Phenomenological Inquiry
| 7 |
Author(s):
Darile Delola-Manlimos, Nikko T. Ederio.
Page No : 53-61
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Leadership and Life: Exploring the School Administrators’ Experiences on Work-Life Balance
Abstract
This qualitative phenomenological study explored the lived experiences of secondary school administrators in Surigao del Norte Division in balancing professional responsibilities and personal life. Anchored in Husserlian descriptive phenomenology and guided by Moustakas’ modified Van Kaam method, the study involved nine purposively selected school administrators who participated in semi-structured interviews. Data analysis revealed six emergent themes: navigating the interwoven demands of leadership and life, unsteady balance between work and life, coping anchors in managing stress, sources of strength amid leadership demands, guiding schools through calm and storm, and preserving balance through quiet wisdom. Findings indicated that school administrators face persistent challenges in maintaining work-life balance due to workload, accountability pressures, and limited institutional support, but rely on personal resilience, family support, and professional networks to cope. The results highlight the importance of policy interventions such as flexible work arrangements, leadership training focused on stress management, and strengthening support systems to foster administrator well-being. KEYWORDS: Work-Life Balance, Lived Experiences, School Leadership, Husserlian Phenomenology, Moustakas, Surigao del Norte
| 8 |
Author(s):
Ivy F. Pantolla, Felisa G. Laranjo.
Page No : 62-71
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Job Satisfaction and Teaching Performance Among Elementary School Teachers in General Luna District
Abstract
This study examined the differences in job satisfaction and teaching performance among public elementary school teachers in the General Luna District, Division of Siargao, for the school year 2024–2025, using Herzberg’s Two-Factor Theory as the theoretical framework. Job satisfaction was assessed through hygiene factors—salary and compensation, job security, working conditions, work–life balance, department policies, and interpersonal relationships—and motivation factors—achievement, recognition, advancement, personal growth and development, responsibility, and work itself. Teaching performance was measured using the Individual Performance Commitment and Review Form (IPCRF) and the Classroom Observation Tool (COT). A descriptive–comparative research design was employed, involving 113 teacher–respondents selected through purposive sampling. Validated survey instruments were used, and data were analyzed through descriptive statistics, t–tests, and ANOVA. Results showed that respondents were moderately satisfied with hygiene factors and highly satisfied with motivation factors, particularly achievement, personal growth, and responsibility. Significant differences in job satisfaction were observed when grouped by selected profile variables, and higher IPCRF ratings were associated with greater satisfaction in certain motivation factors. No significant differences were found in satisfaction levels when grouped by COT ratings. The study recommends the implementation of a Teacher Satisfaction and Performance Enhancement Program (TSP–EP) focusing on workplace equity, recognition systems, and inclusive leadership to address disparities, enhance intrinsic motivators, and promote instructional quality in geographically challenged areas. KEYWORDS: Job Satisfaction, Teaching Performance, Herzberg’s Two-Factor Theory, IPCRF, COT, Public Elementary Teachers, Siargao Division
| 9 |
Author(s):
Jeoffrey L. Gatela, Alcher J. Arpilleda.
Page No : 72-83
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Instructional Leadership and Curriculum Implementation of Elementary School Heads in Gigaquit District
Abstract
This study determined the instructional leadership practices of elementary school heads in the Gigaquit District, School Year 2024–2025, and the extent of curriculum implementation based on effective instructional leadership. The research considered the demographic profiles of both school heads and teachers as independent variables. Instructional leadership was examined using the domains of the Philippine Professional Standards for School Heads (PPSSH), while curriculum implementation was assessed in terms of fidelity, adaptability, and effectiveness. A quantitative descriptive research design was employed, utilizing a validated and reliable researcher-made survey questionnaire administered to 16 school heads and 129 teachers in the district. Data collection adhered to ethical protocols, and statistical treatments included frequency count, percentage, weighted mean, standard deviation, One-Way ANOVA, and Pearson Product Moment Correlation. The findings revealed that: (1) most school heads were aged 50–54 years, female, had 5–9 years of service, and held a master’s degree, while most teachers were aged 40–44 years, female, had less than five years of service, and held a bachelor’s degree; (2) school heads demonstrated a very high extent of instructional leadership, while teachers implemented the curriculum to a high extent with fidelity, adaptability, and effectiveness; (3) age influenced instructional leadership, whereas sex, years of service, and educational attainment did not; (4) teachers’ curriculum implementation was not significantly affected by their profile attributes; (5) perceptions differed between some school heads and teachers regarding leadership effectiveness; and (6) strategic leadership, support for teaching and learning, and professional collaboration significantly and positively influenced curriculum implementation. It is recommended that the Gigaquit District establish structured feedback and reflection systems, prioritize the enhancement of instructional leadership competencies among school heads, and institutionalize support mechanisms to strengthen both leadership and curriculum delivery.
KEYWORDS: Instructional Leadership, Curriculum Implementation, Philippine Professional Standards For School Heads, Gigaquit District, Fidelity, Adaptability, Effectiveness
| 10 |
Author(s):
Gilbert P. Dahug, Jiffrey B. Saguran.
Page No : 84-94
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Contribution of Agrarian Reform Beneficiaries’ Organizations to the Development of Agrarian Reform Beneficiaries in Surigao del Norte
Abstract
This qualitative phenomenological study examined the contributions of Agrarian Reform Beneficiaries’ Organizations (ARBOs) to the development of Agrarian Reform Beneficiaries (ARBs) in Surigao del Norte, Philippines. Anchored on phenomenology and employing narrative-phenomenological analysis, the study engaged ten purposively selected ARBs from various ARBOs in the province. Data were collected through semi-structured, in-depth interviews, allowing participants to describe their lived experiences and perceptions of ARBO roles in their personal and community development.
The analysis revealed that ARBOs contribute significantly to ARB development through social, economic, technological, political, cultural, regulatory, and legal dimensions. Socially, they foster community cohesion and solidarity. Economically, they provide market linkages, cooperative financing, and livelihood support. Technologically, they facilitate access to agricultural innovations and equipment. Politically, they enable representation and advocacy. Culturally, they preserve heritage and promote indigenous practices. Regulatory and legal roles include assisting in compliance and providing legal literacy. However, challenges such as financial limitations, communication gaps, and insufficient capacity-building opportunities persist.
The study concluded that stronger institutional partnerships, improved internal communication, and enhanced capacity development are necessary to maximize ARBOs’ positive impact. The findings provide actionable insights for policymakers, ARBO leaders, and development stakeholders in crafting programs and policies that align with agrarian reform objectives and the Sustainable Development Goals.
Keywords: Agrarian Reform Beneficiaries, Agrarian Reform Beneficiaries’ Organizations, Social Dimension, Economic Dimension, Technological Dimension, Political Dimension, Cultural Dimension, Regulatory Dimension, Legal Dimension
| 11 |
Author(s):
Hyacinth Mae V. Jacob-Fajardo, Alcher J. Arpilleda.
Page No : 95-104
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Administrative Practices, Teacher Efficacy, and Student Performance in Schools Division of Surigao del Norte
Abstract
This quantitative-descriptive study examined the relationship between administrative practices, teacher efficacy, and student performance in the Schools Division of Surigao del Norte, with administrative practices anchored on the Philippine Professional Standards for School Heads (PPSSH). Respondents were teachers with varied teaching experience and high educational attainment who regularly participated in professional development activities. Findings indicated that school heads’ administrative practices were perceived as highly practiced in leading strategically and developing self and others, and outstanding in building connections, but only moderately practiced in managing school operations and resources, and focusing on teaching and learning. Teacher efficacy was rated very high across instructional strategies, classroom management, student engagement, assessment and evaluation, adaptability and innovation, and collaboration and teamwork. Teacher experience and professional development participation influenced perceptions of administrative practices, but educational attainment did not. No statistically significant direct linear association emerged between administrative practices and teacher efficacy, nor between administrative practices and student performance (GPA or MPS). However, for MPS, teacher efficacy in adaptability and innovation showed a significant positive correlation, while classroom management and student engagement showed significant negative correlations. Student performance was predominantly within “average” (GPA: 85.87% satisfactory–outstanding; MPS: 51.85% average) and “moving towards mastery” categories. Results suggest that while high teacher efficacy and strong leadership exist in some domains, administrative practices and teacher efficacy have complex, indirect influences on student learning outcomes. Strengthening the integration of administrative support with instructional leadership and teacher development is recommended to enhance diverse learning outcomes.
| 12 |
Author(s):
Mary Joyce G. Galanida, Manuel B. Dayondon.
Page No : 105-118
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Impact of Professional Development on Educational Leadership and Management Practices
Abstract
This study investigated the impact of professional development on educational leadership and management practices. Specifically, it assessed the extent of administrators’ engagement in professional development activities related to leadership and management skills and explored whether differences exist in the perceived impact of these activities based on demographic and professional profiles. Data were gathered using a structured survey and analyzed through appropriate statistical methods. Findings revealed that administrators demonstrated high levels of participation in professional development across leadership and management domains. However, inconsistencies were observed in specific areas, indicating the need for more targeted and context-based development programs. Results further showed no significant correlation between professional development practices and the perceived impact on leadership and management effectiveness, highlighting potential misalignments between program content and actual leadership challenges. The study concluded that professional development is widely valued but requires recalibration to achieve stronger alignment with administrators’ needs. Recommendations emphasize the development of tailored training modules focusing on communication, collaboration, decision-making, and school culture to enhance leadership and management practices.
Keywords: Professional Development; Educational Leadership; Management Practices; Leadership Training; School Administration
