| 1 |
Author(s):
Jasmine D. Cubillan, Florabel P. Mutia.
Page No : 1-20
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Self-Efficacy as a Predictor of Inquiry-Based Pedagogy and Digital Competence among STEM Faculty in a Philippine Regional University
Abstract
This study investigated the predictive relationships between teacher self-efficacy, inquiry-based pedagogy (IBP) implementation, and digital competence among STEM faculty at North Eastern Mindanao State University (NEMSU). Utilizing a quantitative descriptive-comparative and predictive research design, data were collected from 100 STEM educators across seven constituent campuses. Analysis involved Exploratory Factor Analysis (EFA) to purify research constructs and Partial Least Squares Structural Equation Modeling (PLS-SEM) to determine the extent of influence between variables. The results revealed that while faculty report a high baseline of instructional self-efficacy (M=3.486), a measurable "theory-practice gap" exists, characterized by significantly lower confidence in facilitating complex hands-on engineering prototypes and open-ended scientific investigations. Furthermore, a significant "innovation dip" was observed among faculty in the 7–9-year experience bracket, suggesting that instructional routines become fixed without targeted mid-career intervention. The structural model confirmed that self-efficacy is a potent engine for pedagogical change, explaining a substantial 30.4%of the variance in inquiry-oriented facilitation (β=0.552, p<0.001). Conversely, its predictive power over digital mastery was notably constrained (10.2%), identifying a "pedagogical-digital dissonance" where high internal confidence is bottlenecked by external infrastructural barriers. The study concludes with the Integrated STEM Teacher Competency Framework, advocating for a synchronized dual-pathway strategy. This approach recommends pairing psychological empowerment through career-stage-specific coaching and reverse-mentoring with urgent structural digital upgrades to ensure pedagogical willingness is matched by technological opportunity. These findings provide institutional leaders with an empirical roadmap to sustain instructional excellence and bridge the divide between theoretical confidence and practical mastery in regional state universities.
Keywords: STEM Education, Teacher Self-Efficacy, Inquiry-Based Pedagogy, Digital Competence, PLS-SEM, Tertiary Education, Philippines.
| 2 |
Author(s):
Kenneth Eriga Savandal, Don Anton Robles Balida.
Page No : 21-35
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Instructional Leadership Practices of Master Teachers as Basis for the Development of an Instructional Mentoring Program
Abstract
This study examined the instructional leadership practices of Master Teachers and used the integrated findings as the basis for developing a context-responsive instructional mentoring program for island school contexts. The study employed a sequential exploratory mixed-methods design. The qualitative phase used phenomenological interviews with Master Teachers to identify mentoring practices, instructional leadership dimensions, and contextual constraints. The quantitative phase validated the emergent dimensions through a survey of 135 teachers from a target population of 160, yielding an 84.38% response rate. Qualitative results showed that Master Teachers enacted instructional leadership through mentoring, coaching, modeling, instructional supervision, professional dialogue, Learning Action Cell facilitation, data-informed support, and contextualized instructional assistance. Quantitative results showed a high overall level of instructional leadership practices (M = 3.51, SD = 0.61), very high perceived instructional support (M = 3.50, SD = 0.67), and very high mentoring needs and priorities (M = 3.56, SD = 0.63). Significant differences were found in perceived instructional leadership practices by teaching experience, teaching position, and mentoring frequency, while mentoring needs differed significantly by school level. Integrated findings supported the development of a structured instructional mentoring program consisting of needs assessment, goal setting, coaching and modeling, observation, feedback and reflective dialogue, professional learning facilitation, differentiated mentoring tracks, contextualized instructional support, action planning, monitoring, and program evaluation.
Keywords: Instructional Leadership, Master Teachers, Mentoring Program, Instructional Coaching, Teacher Professional Development, Mixed Methods, Island Schools
| 3 |
Author(s):
Crishel Virtudazo Pugoy.
Page No : 36-45
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Leading from the Margins: A Phenomenological Inquiry into the Experiences of School Heads Managing Low-Performing Schools
Abstract
This phenomenological study explored the lived experiences of school heads managing low-performing public schools in the Surigao City Division. It examined the challenges encountered by school heads, the leadership strategies and interventions they used, their perceptions of role, motivation, and accountability, the support mechanisms that sustained school improvement efforts, and the insights that may inform policy and leadership development. Anchored on Husserl's descriptive phenomenology and operationalized through Colaizzi's descriptive phenomenological method, the study involved ten purposively selected school heads assigned in low-performing schools. Data were gathered through in-depth interviews and analyzed through familiarization, extraction of significant statements, formulation of meanings, clustering of themes, development of emergent themes, exhaustive description, identification of the fundamental structure, and member checking. Findings yielded five emergent themes: intersecting instructional and organizational challenges, visible manifestations of systemic underperformance, strategic leadership practices and capacity building, collaboration and stakeholder engagement, and resilient and human-centered leadership. These themes show that leadership in low-performing schools is not merely a technical or administrative task but a contextual, relational, and emotionally demanding practice. School heads navigated literacy gaps, learner underachievement, teacher-related concerns, limited resources, stakeholder expectations, and accountability pressures through data-informed decision-making, instructional supervision, teacher capacity building, stakeholder collaboration, communication, resilience, empathy, and recognition of incremental progress. The study concludes that managing low-performing schools requires context-responsive leadership development, sustained instructional support, stronger stakeholder partnerships, and institutional mechanisms that protect the well-being and resilience of school leaders.
Keywords: Low-Performing Schools; School Heads; Instructional Leadership; Phenomenology; Colaizzi Method; Stakeholder Engagement; Resilience; School Improvement
| 4 |
Author(s):
Kyla Rita A. Mercado, Don Anton R. Balida.
Page No : 46-65
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Development of A Science Education Program Framework Anchored on The Teaching Readiness of Pre-Service Teachers
Abstract
This study developed a Science Education Program Framework anchored on the teaching readiness of Bachelor of Secondary Education major in Science pre-service teachers at North Eastern Mindanao State University. Using a quantitative descriptive-correlational design, the study surveyed 263 third year and fourth-year pre-service science teachers and analyzed the data through descriptive statistics and Partial Least Squares Structural Equation Modeling. Teaching readiness was examined across six domains: Science Content and Application, Scientific Inquiry and Research, Pedagogical Content Knowledge, Learning Design and Assessment, Ethical, Social-Responsive, and Community Collaboration, and Technology and Innovation. Results showed that the respondents were highly ready across all six domains, with Learning Design and Assessment, Ethical, Social-Responsive, and Community Collaboration, and Pedagogical Content Knowledge obtaining the highest mean scores. The measurement model demonstrated acceptable reliability and convergent validity, while discriminant validity results indicated empirical overlap among several pedagogical domains, supporting the treatment of teaching readiness as an integrated higher-order construct. Structural model results revealed that all six domains significantly contributed to Overall Teaching Readiness, with Pedagogical Content Knowledge and Ethical, Social-Responsive, and Community Collaboration emerging as the strongest contributors. The model also demonstrated acceptable fit, as indicated by SRMR = 0.06. Based on these findings, the proposed Science Education Program Framework positions science content application as the foundation, core pedagogy and ethical responsiveness as the central instructional engine, and inquiry, research, technology, and innovation as advanced professional catalysts. The study provides an empirical basis for strengthening curriculum design, practicum preparation, mentoring, and quality assurance in pre-service science teacher education.
| 5 |
Author(s):
Diana Rose B. Pagente.
Page No : 66-75
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Community Engagement as Support for Literacy Development in Dinagat Island Schools
Abstract
This study examined how community engagement supports literacy development and the formation of reading culture among learners in geographically isolated island schools in the Division of Dinagat Islands. Anchored on Bronfenbrenner’s Ecological Systems Theory, Vygotsky’s Social Constructivist Theory, Epstein’s School-Family-Community Partnership Theory, and reading engagement perspectives, the study employed an exploratory sequential mixed-methods design. The qualitative phase explored the views and experiences of teachers, learners, parents, and community stakeholders through focus group discussions, interviews, observation, and document analysis. The qualitative findings informed a quantitative survey administered to 119 teachers and 83 Grade 4 to Grade 6 pupils. Data were analyzed using thematic analysis, descriptive statistics, Pearson correlation, and multiple linear regression. Results showed that community engagement in literacy support activities was consistently high, with a grand mean of 4.7370. Reading culture was also highly developed as perceived by teachers (M = 4.7256) and pupils (M = 4.6313). Correlation analysis showed that family-based literacy support (r = .186, p = .008) and community-based literacy activities (r = .262, p < .001) were significantly associated with reading culture, whereas school-community collaboration and resource mobilization were not significantly correlated. Regression analysis indicated that community engagement significantly predicted reading culture, F(4, 199) = 11.396, p < .001, explaining 18.6% of the variance. Community-based literacy activities emerged as the strongest positive predictor (β = .475), followed by family-based literacy support (β = .277). The study concludes that reading culture in island schools is shaped most strongly by relational, participatory, and socially embedded literacy practices rather than by material resources alone.
Keywords: Community Engagement, Reading Culture, Literacy Development, Island Schools, Geographically Isolated Schools, Mixed-Methods Research
| 6 |
Author(s):
Kevin John Oracoy Durango, Rucien Willa Antonio Galinato.
Page No : 76-86
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Financial Status and School Retention Among Key Stage 2 Pupils in San Jose District, Division of Dinagat Islands
Abstract
This study examined the relationship between household financial status and school retention among Key Stage 2 pupils in the San Jose District, Division of Dinagat Islands. Anchored on Bronfenbrenner’s Ecological Systems Theory and Becker’s Human Capital Theory, the study used a quantitative descriptive-correlational design involving 108 Key Stage 2 pupils from 13 public elementary schools during School Year 2025–2026. Parents or guardians answered a researcher-developed and expert-validated questionnaire measuring financial status in terms of cost of school-related expenses, availability of daily allowance, and access to educational support resources; school retention was verified through school records on attendance inconsistency and school-year completion. The instrument showed excellent reliability (Cronbach’s alpha = .959). Results showed that respondents were mostly female parents, particularly mothers, and many households were low-income, large-sized, and dependent on unstable or informal sources of income. Families reported a high level of financial difficulty in school-related expenses (M = 3.20, SD = .766), daily allowance (M = 3.13, SD = .790), and access to educational support resources (M = 3.19, SD = .775). Despite these constraints, pupils demonstrated strong retention, with a mean attendance rate of 98.38%, complete school-year completion, and 100% promotion. Spearman correlation results showed no significant relationship between the financial status indicators and attendance inconsistency: cost of school-related expenses (r = -.035, p = .718), availability of daily allowance (r = .006, p = .948), and access to educational support resources (r = -.017, p = .864). Regression analysis also showed that financial status did not significantly predict attendance inconsistency (R² = .002, F = .056, p = .983). The findings suggest that although families experience considerable financial difficulty, school retention may be sustained by parental commitment, school-based support, community assistance, and government interventions. The study recommends strengthening home-school collaboration, learner assistance mechanisms, livelihood support, and targeted educational subsidies for vulnerable households.
| 7 |
Author(s):
Concorde Alber Jarligo Deniega.
Page No : 87-97
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Collaborative Leadership and Teachers’ Professional Competence: A Predictive Model
Abstract
This study examined the relationship between collaborative leadership practices and teachers’ professional competence among public secondary school teachers in the Division of Dinagat Islands, Philippines. Anchored on Distributed Leadership Theory, Transformational Leadership Theory, and Human Capital Theory, the study used a quantitative predictive-correlational design involving 246 teachers from 36 public secondary schools. Collaborative leadership was measured in terms of shared decision-making, open communication and feedback, collaborative goal-setting and planning, professional support and mentorship, and teamwork and collective problem-solving. Teachers’ professional competence was assessed using IPCRF-based domains: content knowledge and pedagogy; learning environment and diversity of learners; curriculum and planning, assessment, and reporting; community linkages and professional engagement; and personal growth and professional development. The instrument demonstrated excellent reliability, with Cronbach’s alpha coefficients ranging from .948 to .973 across collaborative leadership dimensions. Results showed that collaborative leadership practices were highly practiced overall (M = 3.61, SD = 0.51), with teamwork and collective problem-solving receiving the highest mean (M = 3.66, SD = 0.48). Teachers’ professional competence was rated excellent overall (M = 4.30, SD = 0.51), with content knowledge and pedagogy receiving the highest mean (M = 4.37, SD = 0.46). Correlation results showed no significant relationship between the collaborative leadership dimensions and overall teacher competence. However, domain-specific analysis revealed significant but weak relationships between professional support and mentorship and curriculum planning, assessment, and reporting (r = .126, p = .049), and between shared decision-making and personal growth and professional development (r = .153, p = .017). Regression analysis showed that collaborative leadership did not significantly predict overall competence, although collaborative goal-setting and planning and professional support and mentorship significantly predicted curriculum-related competence, while collaborative goal-setting and planning significantly predicted community linkages and professional engagement. The findings suggest that collaborative leadership has selective, domain-specific, and context-dependent effects rather than a broad direct influence on overall professional competence.
| 8 |
Author(s):
Mary Louie E. Estrada-Galaura.
Page No : 98-110
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Implementation of Global Citizenship Education in the Teaching-Learning Delivery of Secondary School Teachers: An Assessment of Surigao City Private Schools
Abstract
This study assessed the implementation of Global Citizenship Education (GCED) in the teaching-learning delivery of private secondary school teachers in Surigao City. It determined teachers' awareness, attitudes, extent of GCED integration, issues and challenges, significant differences by profile variables, and relationships among awareness, attitude, and integration. Anchored on Oxfam's Global Citizenship Education Framework and UNESCO's GCED learning domains, the study used a concurrent embedded mixed-methods design. Quantitative data were gathered from 68 private secondary school teachers through a validated and reliable questionnaire, while qualitative responses and limited instructional-document analysis were used to explain and enrich the survey results. Descriptive statistics, t-test, one-way analysis of variance, Pearson correlation, and Braun and Clarke's thematic analysis were employed. Results showed that teachers were moderately aware of GCED (M = 3.15), highly receptive toward GCED (M = 3.59), and integrated GCED to a great extent (M = 3.35). Integration was strongest in the socio-emotional domain (M = 3.72) and weakest in the behavioral domain (M = 3.06). Training significantly differentiated awareness, attitude, and integration, while socio-economic classification significantly differed only in relation to integration. Awareness, attitude, and integration were significantly and positively related, with the strongest association between attitude and integration (r = 0.67, p = 0.000). The qualitative findings identified workload, curriculum demands, time constraints, institutional support, training gaps, and socio-pedagogical dynamics as key implementation issues. The study recommends sustained GCED professional development, curriculum alignment, resource provision, stronger school support systems, and collaborative experiential learning mechanisms.
| 9 |
Author(s):
Nellie Poliquit Ruaya, Manuel B. Dayondon.
Page No : 111-120
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Inclusivity and Leadership Styles in Basic Education among Teachers in the Schools Division of Surigao City
Abstract
This study examined the extent of inclusivity implemented in basic education and the leadership styles of teachers that support inclusive practice in the Schools Division of Surigao City. Anchored on Leadership Styles Theory and inclusive education frameworks, the study used a descriptive-correlational design involving 283 elementary and secondary school teachers selected through stratified random sampling from schools implementing Special Needs Education, Indigenous Peoples Education, Madrasah Education, and Alternative Learning programs. Data were gathered through a validated researcher-made questionnaire with strong reliability coefficients for leadership styles (Cronbach's alpha = 0.91) and inclusivity factors (Cronbach's alpha = 0.89). Results showed that inclusivity was highly implemented overall (M = 3.54), with institutional policies rated highest (M = 3.66) and resource availability lowest but still highly implemented (M = 3.33). Teachers' leadership styles were generally highly supportive (M = 3.64), with transformational leadership obtaining the highest mean (M = 3.73), followed by servant, participative, distributed, transactional, and autocratic leadership. Leadership styles generally did not significantly differ across most profile variables, except distributed leadership by socioeconomic status and autocratic leadership by years of experience. All leadership styles showed significant positive relationships with the inclusivity dimensions, indicating that teacher leadership is a practical mechanism for strengthening inclusive education. The study concludes that inclusivity in Surigao City basic education is supported by both institutional systems and teacher-led classroom practices, but improvement is still needed in resources, culturally responsive support, and professional leadership development.
| 10 |
Author(s):
Jacqueline Enhaynes-Gubaton.
Page No : 121-131
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Development of a School Innovation Support Ecosystem Framework for School Heads in Resource-Constrained Contexts
Abstract
Resource-constrained public schools continue to face difficulties in sustaining instructional, organizational, technological, and community-based innovation despite increasing expectations for educational improvement. This study examined teachers’ perceptions of school heads’ support for school innovation, the perceived necessity of strengthening innovation support systems, and the relationship between these variables among public schools in the Division of Siargao. Guided by Diffusion of Innovations Theory and supported by Transformational Leadership Theory, Distributed Leadership Theory, and the Resource-Based View, the study employed a sequential explanatory mixed-methods design. Quantitative data were gathered from 384 teacher-respondents using the researcher-developed and validated School Innovation Support Assessment Tool (SISAT), while qualitative data from school heads and open-ended responses were analyzed thematically. Results showed that teachers generally perceived school heads’ support for innovation as high across the five support dimensions, with collaboration and community partnerships obtaining the highest rating and resource mobilization and management obtaining the lowest. Teachers also expressed a very high perceived necessity for strengthening innovation support, particularly in external partnerships, policy guidance, recognition systems, teacher support, and leadership development. A weak but statistically significant positive relationship was found between school heads’ innovation support and teachers’ perceived necessity for strengthening innovation support (r = .20, p = .003). Qualitative findings showed that innovation is enabled by supportive leadership, teacher collaboration, creativity, and community engagement but constrained by resource scarcity, workload, limited training, geographic isolation, weak connectivity, and policy limitations. Based on the integrated findings, the study proposes a School Innovation Support Ecosystem Framework for school heads in resource-constrained contexts. Keywords: School Innovation, School Heads’ Support, Resource-Constrained Schools, Educational Leadership, Resource Mobilization, Community Partnerships, School Innovation Support Framework
| 11 |
Author(s):
Grace Therese M. Calagui, Alvin J. Sumampong.
Page No : 132-141
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Institutional Support, Self-Efficacy, and Attitude Toward Research among Paulinian Teachers: Basis for an Enhanced Research Management Policy Framework
Abstract
This study assessed institutional support for research, research self-efficacy, and attitudes toward research among Paulinian teachers of St. Paul University Surigao as basis for an enhanced research management policy framework. A quantitative descriptive-correlational design with document analysis was used among 76 faculty members selected through convenience sampling from a population of 119 faculty members across basic education and college departments. Data were gathered using a structured researcher-made questionnaire covering faculty profile, institutional support, research self-efficacy, and attitudes toward research. Descriptive statistics, Pearson correlation, simple linear regression, multiple regression, and analysis of variance were used to analyze the data. Findings showed that respondents were mostly instructors, bachelor’s degree holders, early-career teachers, and faculty from the Grade School Department, with generally low to moderate recent research engagement. Institutional support was perceived at a high extent (M = 2.93), while research self-efficacy was high (M = 2.86) and attitudes toward research were positive (M = 3.08), with the highest attitude rating in perceived value and relevance of research. Institutional support was significantly related to research self-efficacy (r = .412, p = .000), while research self-efficacy was very strongly related to attitudes toward research (r = .862, p = .000). Institutional support also significantly predicted attitudes toward research (R = .365, p = .001), while capacity building and human resource development predicted research self-efficacy (R = .427, p = .000). Multiple regression showed that research self-efficacy factors explained 75.3% of the variance in faculty attitudes, with behavioral and skills-based factors as the strongest predictors. Significant differences were found in selected dimensions by academic rank, department, research role, and research presentation experience. The study concludes that a sustainable research culture requires integrated institutional support, competency-based capacity building, equitable resource distribution, and systematic monitoring of research engagement. An enhanced research management policy framework is proposed to strengthen research governance, self-efficacy, positive attitudes, productivity, and institutional research culture.
Keywords: institutional support, research self-efficacy, attitude toward research, faculty research engagement, research management policy framework, Paulinian teachers.
| 12 |
Author(s):
Charlotte P. Gerida, Manuel B. Dayondon.
Page No : 142-150
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Teaching Challenges of Non-Education Graduate Teachers of Senior High School in the CLABAGIPLA District
Abstract
This study examined the teaching challenges encountered by non-education graduate teachers handling Senior High School classes in the CLABAGIPLA District of the Division of Surigao del Norte. Anchored on Pedagogical Content Knowledge and aligned with the Philippine Professional Standards for Teachers, the study assessed challenges across seven Key Result Areas: content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. A descriptive quantitative survey design was used, with 120 non-education graduate Senior High School teachers selected through complete enumeration from Claver, Bacuag, Gigaquit, and Placer. Data were analyzed using frequency, percentage, weighted mean, standard deviation, Mann-Whitney U test, and Kruskal-Wallis H test. Findings showed that the respondents were mostly female, aged 31-40 years, single, Teacher II, bachelor’s degree holders, and assigned mostly to the Academic Track. Overall, the teaching challenges were moderately manifested (M = 2.79). The lowest domain mean was content knowledge and pedagogy (M = 2.69), indicating persistent difficulty in pedagogical transformation, ICT integration, and instructional strategy selection. Learning environment and community linkages and professional engagement recorded the highest means (M = 2.85), indicating that classroom management and professional-community responsibilities remained salient areas of adjustment. Most profile variables showed no significant differences in teaching challenges; however, age significantly differentiated community linkages and professional engagement and personal growth and professional development, while civil status significantly differentiated assessment and reporting. The study concludes that the challenges are largely systemic rather than purely individual, requiring structured pedagogical conversion, mentoring, Assessment Literacy Training, Inclusive Instruction Support, And Professional Learning Communities.
| 13 |
Author(s):
Michelle B. Naque, Manuel B. Dayondon.
Page No : 151-161
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Instructional Challenges and Opportunities in Alternative Delivery Mode: Experiences of Elementary Teachers and Pupils in Claver District During Class Suspensions
Abstract
This study examined the instructional opportunities and learning challenges experienced by elementary teachers and pupils in Claver District during class suspensions, with specific attention to modular distance learning as an Alternative Delivery Mode. Anchored in Self-Directed Learning Theory, Transactional Distance Theory, Constructivist Learning Theory, and Resilience Theory, the study used a convergent mixed-methods design involving 81 teachers and 366 Grades 4 to 6 pupils from public elementary schools in Claver District, Schools Division of Surigao del Norte. Quantitative data were gathered through researcher-made questionnaires and analyzed using frequency, percentage, mean, standard deviation, Mann-Whitney U test, Kruskal-Wallis test, and Pearson correlation. Qualitative data from open-ended responses were analyzed thematically. Results showed that teachers highly experienced instructional opportunities in modular distance learning, particularly collaboration with parents and community learning support, instructional flexibility, and instructional innovation. Pupils generally accepted the learning opportunities provided by modular distance learning, with the strongest rating given to learning support from parents and community. Significant differences were found in teachers’ instructional innovation and creativity when grouped by sex, while pupils’ learning opportunities differed according to socio-economic status and parental occupation. A significant positive relationship was found between teachers’ flexibility in instructional planning and pupils’ flexible learning time and pace. Qualitative findings revealed cognitive learning difficulties, reduced interaction, home-based distractions, delayed module completion, authenticity concerns, and assessment constraints. The study concludes that modular distance learning can sustain instruction during disruptions when supported by teacher flexibility, structured assessment validation, parental involvement, and learner self-regulation.
Keywords: Alternative Delivery Mode, Class Suspension, Elementary Education, Learning Continuity, Modular Distance Learning, Teacher Flexibility
| 14 |
Author(s):
Alna G. Losa.
Page No : 162-170
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Reconstructing the Educator Self: Identity Reconstruction and Leadership Transition Among School Leaders
Abstract
This qualitative study explored how educators reconstruct their professional identity as they transition from classroom teaching to school leadership in the Schools Division of Dinagat Islands. Anchored in constructivist ontology and analyzed through Braun and Clarke's Reflexive Thematic Analysis, the study examined the meanings, tensions, adaptations, and realizations that shaped leadership identity among nine school leaders, including those assigned in multigrade and clustered school contexts. Data were gathered through semi-structured, face-to-face interviews and supported by field notes and reflexive documentation. Findings revealed six interrelated themes: reconstructing the self beyond the classroom; leadership competence and resilience; identity challenged toward reshaping oneself; building collaboration of school and communities; identity reconstruction and realization of educators; and multigrade struggle and support. The central essence was a transformational journey of educators where leadership is anchored in resilience, collaboration, and professional redefinition. The study concludes that leadership transition is not a single career event but an ongoing identity process shaped by institutional expectations, emotional labor, role expansion, community engagement, and reflective practice. The study recommends identity-centered leadership preparation, mentoring for newly appointed school heads, support for clustered and multigrade school leaders, and career progression policies that address both technical competence and the human process of becoming a leader.
Keywords: Identity Reconstruction, Leadership Transition, School Leaders, Professional Identity, Multigrade Leadership, Reflexive Thematic Analysis
| 15 |
Author(s):
Berlyn B. Paglinawan.
Page No : 171-180
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Psychological Empowerment and Work Engagement among Non-Teaching Personnel in the Department of Education Division Office of Surigao del Norte
Abstract
This study examined psychological empowerment and work engagement among non-teaching personnel of the Department of Education, Schools Division Office of Surigao del Norte. It described the respondents’ demographic profile, assessed perceived psychological empowerment in terms of meaning, competence, self-determination, and impact, measured work engagement in terms of vigor, dedication, and absorption, tested differences across profile groups, determined the relationship between empowerment and engagement, and examined the influence of empowerment dimensions on work engagement. A quantitative descriptive-correlational design was used with 117 non-teaching personnel from the Office of the Schools Division Superintendent, Administrative Services, School Governance and Operations Division, Curriculum and Instruction Division, and related support units. Standardized instruments adapted from Spreitzer’s Psychological Empowerment Questionnaire and Schaufeli et al.’s Work Engagement Scale were used. Data were analyzed through frequency counts, percentages, means, standard deviations, independent samples t-tests, ANOVA, Pearson correlation, and multiple linear regression. Results showed very high psychological empowerment across all dimensions, with meaning receiving the highest mean. Work engagement was also very high, with dedication as the strongest dimension. Significant differences were found for selected profile variables, particularly age, educational attainment, and years in service. Psychological empowerment was significantly and positively associated with vigor, dedication, and absorption. Regression analysis further showed that meaning, competence, and self-determination significantly predicted work engagement, while impact was not a significant predictor when other dimensions were controlled. The study concludes that empowerment is a critical organizational resource for sustaining engagement among non-teaching personnel and recommends an empowerment-focused improvement program centered on capacity building, participative governance, recognition, wellness, digital empowerment, and accountability.
Keywords: Psychological Empowerment, Work Engagement, Non-Teaching Personnel, Department of Education, Social Exchange Theory, Public Sector Administration
| 16 |
Author(s):
Jade Stephanie B. Cerezo, Florabel P. Mutia.
Page No : 181-193
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Knowledge, Attitude, And Motivation As Predictors Of Scientific Inquiry Skills Among Grade 7 Students In Surigao City
Abstract
This study examined knowledge, attitude, and motivation as predictors of scientific inquiry skills among Grade 7 students in selected public and private secondary schools in Surigao City during Academic Year 2025-2026. Using a quantitative predictive-correlational design, data were gathered from 500 Grade 7 students and five science teachers through a researcher-developed 30-item science knowledge test, a teacher-rated scientific inquiry skills observation tool, the Scientific Attitude Scale, and the Science Motivation Questionnaire. Results showed that most students had good to excellent science knowledge, with 203 learners (40.60%) classified as good and 197 learners (39.40%) classified as excellent. Students also showed positive attitudes toward science (M = 3.02, SD = 0.86), positive motivation in science learning (M = 3.08, SD = 0.80), and demonstrated scientific inquiry skills (M = 2.97, SD = 0.43). Spearman's rho indicated a very high positive and significant relationship between knowledge and scientific inquiry skills (rho = 0.91, p < .001), a negligible and non-significant relationship between attitude and inquiry skills (rho = 0.03, p = .514), and a negligible but significant positive relationship between motivation and inquiry skills (rho = 0.19, p < .001). Multiple regression analysis showed that knowledge, attitude, and motivation collectively explained 83% of the variance in scientific inquiry skills (R = 0.91, R2 = 0.83), but knowledge was the only significant individual predictor (beta = 0.92, t = 48.68, p < .001). The study proposes the Knowledge-Activated Inquiry (KAI) Model, which positions conceptual knowledge as the main activating condition for guided inquiry learning, with motivation and positive learning conditions serving as supportive factors. The findings suggest that strengthening students' scientific inquiry skills requires conceptually grounded, scaffolded, and evidence-based inquiry instruction.
Keywords: Scientific Inquiry Skills, Science Knowledge, Attitude Toward Science, Science Motivation, Knowledge-Activated Inquiry Model, Grade 7 Science
| 17 |
Author(s):
Michael C. Legion, Anna Sheila Crisostomo, Leonila Clamo, Christine Joy A. Cudillo .
Page No : 194-212
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Living with Repeated Displacement: Family Coping and Community Support in Flood-Prone Areas
Abstract
Repeated flood-related displacement is a cumulative psychosocial process affecting family functioning, social relationships, resource access, and resilience. Although disaster research has examined family coping, social capital, and social vulnerability, these dimensions are often treated separately. This conceptual study synthesizes the literature to develop the Integrated Family–Community Resilience Framework for Repeated Displacement (IFCR-RD), integrating the Double ABC-X Model of Family Stress and Adaptation, Social Capital Theory, and a social vulnerability perspective. The framework proposes that repeated displacement generates accumulated demands managed through family appraisal and coping, while bonding, bridging, and linking social capital provide external resources for adaptation. These processes are conditioned by structural vulnerability and unfold recursively across displacement cycles, producing either adaptive accumulation or cumulative depletion. The framework conceptualizes resilience as psychologically negotiated, socially supported, collectively produced, institutionally mediated, and structurally conditioned, providing a foundation for future empirical research and integrated disaster-resilience interventions.
| 18 |
Author(s):
Anna Sheila Crisostomo, Michael Canoy Legion, Leonila Clamo, Christine Joy Cudillo.
Page No : 213-225
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Teaching, Researching, and Surviving: A Qualitative Document-Based Narrative Synthesis of Teacher-Researcher Role Conflict in Higher Education
Abstract
Teacher-researchers in higher education are increasingly expected to teach, publish, support students, perform administrative work, and contribute to institutional development. These responsibilities are often described as mutually reinforcing, but they may become difficult to sustain when time, autonomy, workload allocation, leadership support, and research infrastructure are insufficient. This article presents a qualitative document-based narrative synthesis of how teacher-researcher role conflict is represented in contemporary higher education scholarship. Guided by Role Conflict Theory and supported by the Job Demands-Resources perspective and professional identity negotiation, the study analyzes how published documents narrate competing role expectations, institutional demands, available resources, coping practices, boundary management, and consequences for professional sustainability. The synthesis prioritizes scholarship published from 2020 to 2026 while retaining foundational theoretical and methodological sources. The analysis distinguishes workload intensity from role incompatibility and short-term coping from sustainable role configuration. It proposes six sensitizing configurations: role accommodation, role integration, role displacement, boundary externalization, sacrificial coping, and sustainable role configuration. The article argues that continued performance should not be interpreted automatically as sustainability because productivity may be maintained through recurrent personal sacrifice and boundary erosion. The findings have implications for workload policy, research support, mentoring, protected research time, and institutional recognition of both teaching and research.
