Published Articles

The Impact of Stakeholder Mobilization, Empowerment, and Participation on School Management Effectiveness

Abstract

This descriptive-correlational study investigated the levels of stakeholder mobilization, participation, and empowerment in school management within the Schools Division of Iloilo. Data collected from school heads using a validated questionnaire revealed very high levels of mobilization, participation, and empowerment across most demographics. Analysis indicated significant relationships between mobilization, participation, and empowerment. Certain factors, such as length of service and educational attainment, influenced levels of stakeholder involvement and participation. These findings suggest that while a foundation of stakeholder engagement exists, targeted strategies might be necessary to enhance participation by specific groups. Recommendations include implementing clear exit strategies for stakeholder involvement, exploring ways to engage parents beyond traditional structures, and providing more recognition for effective stakeholder contributions.

Exploring Paulinian’s Demonstrated Competencies in Selected Industries: Basis for Enhancement of Outcomes-Based Education of St. Paul University Surigao

Abstract

This study evaluated the employability skills of graduates across various academic programs at St. Paul University Surigao using a mixed-method explanatory design, wherein the study focused on the effectiveness of their Outcomes-Based Education (OBE) strategies. The findings revealed that SPUS programs generally equipped their graduates with strong technical competencies essential for their respective fields. However, there exists a need for continuous enhancement in employability skills across all programs to ensure that the graduates are prepared to meet the evolving demands of various industries. For the Nursing program, while their graduates excelled in clinical skills, improvements in communication abilities were found necessary to better align with healthcare industry requirements. Similarly, it was found that the Criminology program prepared its graduates well for law enforcement roles, however, they need to strengthen their research capabilities. Moreover, the Secondary Education Major in English program effectively integrated technological proficiency and ethical standards but there were opportunities for enhancing the graduates’ linguistic and literary knowledge. Additionally, the Mining Engineering program equipped its graduates with critical technical competencies but required further development in problem-solving skills and industry trend awareness. Likewise, the Information Technology program imparted robust technical skills, however, it should increase focus on the communication and teamwork abilities of its graduates. With this, SPUS should prioritize regular curriculum reviews and updates based on industry feedback. In addition, practical skills development such as hands-on learning experiences and workshops is crucial for enhancing employability skills across all disciplines concerned in this study.

School Heads’ Mentoring Practices And Supervisory Skills: Their Influence On Teachers’ Performance

Abstract

This descriptive-correlational study investigated the relationship between school heads’ mentoring practices, supervisory skills, and teacher performance in Iloilo City, Philippines. Data from 350 randomly selected elementary and secondary teachers revealed that school heads prioritize fostering a positive attitude in teachers, while their overall supervisory skills are perceived as exceeding expectations. Interestingly, teacher performance also exceeded expectations, but no significant correlation was found between mentoring-supervisory skills and teacher performance. This suggests that other factors beyond school leadership might influence teacher effectiveness. However, mentoring practices were consistently valued by teachers, highlighting their importance in creating a supportive school environment.

School Heads’ Decision – Making Styles And Educational Leadership: Their Influence On School Culture

Abstract

This study investigated the influence of school heads' decision-making styles and educational leadership on school culture, as perceived by teachers in the Schools Division of Iloilo City, Philippines. Utilizing a descriptive-correlational design and stratified random sampling, 350 teachers assessed their school heads' decision-making styles, educational leadership levels, and the prevailing school culture. Findings revealed a predominance of the Planner decision-making style among school heads, with no significant variations observed across teacher demographics. The level of educational leadership was generally perceived as very satisfactory, although differences emerged based on school level and teacher experience. While the dominant school culture wasn't explicitly identified, significant variations were found based on school level and length of service. Importantly, both decision-making styles and educational leadership were found to significantly influence school culture, highlighting the crucial role of school heads in shaping a positive and effective learning environment. The study underscores the importance of context-specific leadership approaches and collaborative decision-making in fostering a conducive school culture.

Teacher-Turnover In the Archdiocesan School System: A Basis for Faculty Retention Program

Abstract

This study conducted an in-depth exploration into the phenomenon of teacher turnover within the nineteen member schools of the Tuguegarao Archdiocesan School System (TASS), focusing particularly on the interplay of motivation and hygiene factors and their impact on teacher retention. Utilizing a descriptive-correlational design and survey data gathered from 139 teachers who transitioned from TASS to public schools during the school years 2020-2021, 2021-2022, and 2022-2023, the research illuminated several critical aspects of the issue. There is a prevailing sense of motivation and satisfaction among TASS teachers regarding various aspects of their professional lives, particularly those linked to intrinsic rewards such as job fulfillment, recognition, and professional development opportunities. Results revealed that TASS schools generally perform well in providing hygiene factors, encompassing areas like working conditions, administrative policies, and interpersonal relationships. However, some areas are requiring significant attention, most notably concerning salary and benefits, suggesting that these factors contribute significantly to teacher attrition. There is a significant positive correlation between motivation and hygiene factors, indicating that enhancements in areas such as salary and benefits could not only elevate teacher satisfaction but also bolster their overall motivation levels. There is interconnectedness of these two factors in shaping the overall teacher experience and retention within TASS. The research proposes a comprehensive Faculty Retention Program tailored to the unique challenges and needs of TASS schools. This program underscores the importance of addressing both motivational and hygiene factors to cultivate a stable, supportive, and rewarding environment for educators within the Tuguegarao Archdiocesan School System.

Teaching Across Culture: Insights from Teachers of Indigenous Elementary Pupils at Gigaquit, Surigao Del Norte: A Narrative Inquiry

Abstract

This qualitative study delved into the experiences of Mamanwa Tribe teachers educating indigenous elementary students in Gigaquit, Surigao del Norte. Utilizing narrative inquiry and categorical-content analysis, the study highlighted two key themes: the considerable challenges faced by these teachers (such as language barriers and student absenteeism) and the strategies they employed to overcome them (including home visits and parental communication). The findings underscore the necessity for a multi-faceted approach from educational authorities to address these challenges and provide support for teachers in indigenous communities. Recommendations include increased scholarship opportunities and encouragement for indigenous learners to enter the teaching profession, thereby strengthening the ranks of indigenous educators.

Lived Experiences of School Heads in School-Based Management (SBM) Implementation

Abstract

This study explored the lived experiences of school heads in SBM implementation using Collaizi’s phenomenological approach with transcribed semi-structured face-to-face interviews among nine participants who were school heads in the Schools Division of Siargao. Selected through the snowball sampling technique, these participants graciously shared their lived experiences, including the challenges and best practices through SBM implementation. This study was anchored on RA 9155: Governance of Basic Education Act of 2001 and DepEd Order No. 1, s. of 2003 (Implementing Rules and Regulations of Republic Act 9155) as supporting legislative works. Moreover, this study was also in line with Pluralism, Social Cognitive, and Functionalism Theories. Six emergent themes were derived from the study: (1) unified support from stakeholders; (2) pressure; (3) community linkages; (4) transparency and responsibility; (5) challenging journey; and (6) development. The emergent themes comprehensively explained an understanding of the participants’ thoughts about SBM, the perceived challenges and opportunities, best practices, and achievements in collaboration with the internal and external stakeholders. To ensure the aim of this study, it was crucial to develop meaningful programs as recommendations for enhancing quality assurance, particularly within the realm of school-based management across the entire division. Moreover, empowerment not only among internal but also external stakeholders must be established, in order to keep empowering communities and foster unity in diversity for the benefit of enhanced SBM implementation in schools.

Socioeconomic Impact Of Department Of Social Welfare And Development’s (DSWD’S) Implementation Of Sustainable Livelihood Program (SLP) 2021 At Del Carmen, Siargao Islands, Surigao Del Norte

Abstract

This study evaluates the socioeconomic impact of the Department of Social Welfare and Development's (DSWD) Sustainable Livelihood Program (SLP) implemented in 2021 within the community of Del Carmen, Siargao Islands, and Surigao Del Norte. The primary objective is to assess the program's effectiveness in enhancing the economic conditions and overall well-being of its beneficiaries. Utilizing a mixed-methods research design, the study involved 100 beneficiaries of the SLP-Livelihood Assistance Grant Program, each of whom received a grant of P15, 000 in 2021. Data collection encompassed both quantitative surveys and qualitative interviews, and subsequent analysis employed statistical tools such as frequency counts, percentages, mean, standard deviation, Kruskal-Wallis Test, and Spearman Rho Correlation. The findings reveal that the SLP has yielded substantial positive impacts on the lives of participants, notably enhancing income levels, employment rates, and overall quality of life. These improvements underscore the program's efficacy in fostering economic empowerment and social well-being within the community. However, the study also identifies areas where further attention and intervention are required. Specifically, challenges persist in promoting environmental sustainability and facilitating asset acquisition among beneficiaries. Based on these findings, the study proposes several recommendations to optimize the program's impact. These recommendations include integrating training on environmentally sustainable practices into the program, facilitating access to asset acquisition mechanisms such as grants and microfinance, tailoring interventions to address the specific needs of beneficiaries based on their income levels, establishing robust monitoring and evaluation systems, and promoting a holistic program design that encompasses not only economic empowerment but also social and environmental well-being. Addressing these identified challenges and implementing the proposed recommendations, the positive impact of the SLP can be amplified, contributing to sustainable community development and a marked improvement in the quality of life for beneficiaries in Del Carmen.

A Quasi-Experimental Study on Code-Switching in Enhancing The Reading Comprehension Skills of Bachelor of Arts in English Language (ABEL)

Abstract

This quasi-experimental study investigated the effectiveness of code-switching in enhancing the reading comprehension skills of ABEL students at Agusan del Sur State College of Agriculture and Technology. A two-group design was implemented, with one group receiving instruction incorporating code-switching and the other using traditional English-only methods. Standardized tests assessed reading comprehension, and data analysis included frequency, percentage, mean scores, t-tests, and ANCOVA. Results showed that students in the code-switching group achieved a significantly higher average score (7.48, "Very Satisfactory") compared to the control group (6.22, "Satisfactory"). This significant difference (p-value = .002) demonstrates that code-switching led to markedly improved reading comprehension skills. The study concludes that code-switching is a highly effective strategy for enhancing reading comprehension in ABEL students, offering a more impactful approach than traditional English-only instruction. The research recommends integrating code-switching into teaching practices to facilitate understanding of complex topics and language structures, ultimately contributing to a more accessible and effective learning experience for students. Future research is encouraged to explore the broader applicability of code-switching across diverse educational contexts to further inform pedagogical best practices.

Virtual Classroom Management Best Practices of Grade School Teachers of St. Paul University Surigao: A Phenomenology

Abstract

This hermeneutic interpretive phenomenological study explored the lived experiences of grade school teachers managing virtual classes during the COVID-19 pandemic at St. Paul University Surigao. Eleven teachers from various grade levels were interviewed, and data was analyzed using interpretative phenomenological analysis (IPA). Five emergent themes were identified: 1) Teachers’ perception of classroom management, 2) Teachers’ authority and management of virtual classes, 3) Benefits of online classes, 4) Challenges in conducting virtual classes, and 5) Best virtual classroom management practices. The study found that teachers demonstrated resilience and adaptability in transitioning to online teaching, while highlighting both the benefits (e.g., flexibility, cost savings) and challenges (e.g., internet connectivity, student engagement) of virtual classrooms. Based on these findings, a "Simulacrum" model of best practices for virtual classroom management, aligned with the university’s vision and values, was proposed. The study offers valuable insights for educators navigating online teaching and emphasizes the importance of continued support and professional development in this evolving landscape.

School Head’s Supervisory Skills and Implementation of Basic Education Learning Continuity Plan (BE-LCP) Among Secondary Schools of Surigao Del Norte Division Amidst Pandemic

Abstract

This research investigated the supervisory skills of school heads in secondary schools within the Surigao del Norte Division during the pandemic. It examined their skills in areas such as instructional leadership, human resource management, learning environment, community partnership, and school operations. Additionally, the study explored the implementation of the Basic Education Learning Continuity Plan (BE-LCP). The study employed a descriptive survey method. The findings indicated that all three school heads received an "outstanding" rating based on the OPCRF, signifying exceptional performance and commitment. The BE-LCP implementation was also perceived as "very high" by teachers, with 96-100% successful implementation. Interestingly, the study found no significant relationship between the school heads' OPCRF rating and the BE-LCP implementation. Similarly, there was no significant difference between teachers' perceptions of the school heads' supervisory skills and their actual OPCRF ratings.

Inquiry-Based Instruction in Science among Grade 8 Students in Rizal National High School, Surigao City Division

Abstract

This study aimed to investigate the effectiveness of inquiry-based instruction compared to a conventional approach in enhancing science learning among Grade 8 students. A quasi-experimental design was employed, involving 76 students from Rizal National High School, Surigao City Division, who were divided into control (conventional instruction) and experimental (inquiry-based instruction) groups. The DepEd Caraga Region Sukdanan standard test was utilized to measure academic performance in science before and after the intervention. Data analysis, using weighted mean, standard deviation, t-test, and Analysis of Covariance (ANCOVA), revealed significant improvements in both groups. However, the experimental group, exposed to inquiry-based instruction, exhibited a more pronounced increase in scores (pre-test mean: 15.55 to post-test mean: 32.82) compared to the control group (pre-test mean: 15.32 to post-test mean: 22.18). Both t-tests and ANCOVA confirmed the statistical significance of these gains (p < 0.05), with the inquiry-based approach demonstrating a particularly strong impact on student learning outcomes. The findings underscore the potential of inquiry-based instruction as a valuable pedagogical tool for promoting science learning. This approach, which emphasizes student-centered exploration and discovery, appears to foster a deeper understanding of scientific concepts compared to traditional methods. The study suggests that integrating inquiry-based strategies into science curricula can significantly enhance student achievement and engagement.

Parents’ Involvement to Schools’ Programs and Activities among Select Archdiocesan Schools: A Basis for an Enhanced PTA Program

Abstract

This study explores parental involvement in school programs and activities within Archdiocesan schools during the academic year 2023-2024, aiming to inform the development of an enhanced PTA program. Using a descriptive-correlational design with 192 participants, the research examines how PTAs collaborate in various roles, such as financiers, observers, and others, to support and improve school initiatives. The results indicate a relatively high level of parental participation, showing a correlation between degrees of involvement and employment position. The findings suggest well-rounded participation across different roles, where parents contribute financially, actively observe their children's progress, volunteer their time and skills, and, in some cases, hold decision-making power, while others stay informed as interested observers. Recommendations for parents, school administrators, and the TASS superintendent are provided to strengthen program implementation through an improved PTA program. The study underscores the importance of a strong parent-teacher partnership in fostering well-rounded and socially responsible citizens.

Community Extension Program of Saint Joseph’s College of Baggao: A Basis for Comprehensive Community Development Plan

Abstract

This study focuses on conducting a community needs assessment in the seven clustered barangays of the municipality of Baggao to develop a comprehensive development plan for Saint Joseph’s College of Baggao’s extension program. A descriptive correlational research design was utilized to explore the community’s needs and priorities. The findings underscore the urgency of various community needs as perceived by the participants from the seven barangays. These needs span across key areas, including health, socio-cultural aspects, environmental concerns, technological advancements, economic development, spiritual well-being, and literacy, all of which were assessed as having a high level of urgency. Based on these results, specific recommendations are offered to school administrators, teachers, students, and other stakeholders. These include implementing barangay-level community training programs, fostering collaboration among stakeholders, and establishing support systems to systematically address the most urgent needs. The study emphasizes the importance of executing the comprehensive community development plan to address the identified needs of the barangays, ultimately aiming to enhance the quality of life for residents in these communities.

Training Needs Analysis on the Competencies of the Senior High School Teachers in Surigao Del Norte National High School

Abstract

This study assessed the training needs and competencies of Senior High School teachers at Surigao del Norte National High School (SNNHS). Using quantitative-descriptive methodologies, it examined the teachers' competencies in pedagogical, technological, content, and cognitive skills and explored whether demographic factors such as sex, age, civil status, educational attainment, years of teaching, and the number of trainings attended influenced these competencies. The findings showed that teachers were generally perceived as highly competent across all skill areas. Statistical analysis revealed no significant differences in teacher competencies based on demographic or professional factors. These results suggest that factors such as sex, educational attainment, and teaching experience do not significantly impact the competencies of Senior High School teachers in this context. Further research is recommended to validate these findings in other settings or to explore additional factors that may affect teacher competencies.