Published Articles

Adherence to the Philippine Professional Standards for Teachers: Evidence from Public Elementary Schools in a Rural Philippine District

Abstract

This study examined the extent of adherence to the Philippine Professional Standards for Teachers among public elementary school teachers and school heads in a rural Philippine district, with the aim of determining overall adherence levels, identifying the most and least emphasized domains, and examining differences based on selected profile variables and respondent roles. A quantitative approach was adopted using a descriptive–comparative research design, and data were gathered through a validated PPST-based questionnaire aligned with the eight PPST domains. The respondents consisted of ten school heads and ninety-two teachers from the Anao-aon District, with total enumeration used for school heads and stratified sampling applied for teachers to ensure proportional representation. The results revealed that all PPST domains were rated as always practiced and highly implemented by both groups, with professional ethics and community engagement receiving the highest ratings, while inclusive education, curriculum development, and subject matter competence obtained comparatively lower, yet still high, ratings. Inferential analysis showed limited significant differences across profile variables, with sex and years of administrative experience influencing teaching methodologies and professional ethics among school heads, and age and highest educational attainment influencing technology integration, curriculum development, and assessment practices among teachers. No significant difference was found between the perceptions of teachers and school heads across all PPST domains, indicating strong alignment between instructional leadership and classroom practice. The study concludes that PPST implementation in the district is coherent and well institutionalized, and it recommends targeted professional development, differentiated training, mentoring, and encouragement of graduate studies to strengthen advanced pedagogical competencies and sustain high teaching standards in rural public schools.

Assessing Soft Skills Development among Business Students: Evidence from West Visayas State University

Abstract

This study assessed the level of soft skills development among business students of West Visayas State University, focusing on five key competencies: communication, problem-solving, leadership, decision-making, and creativity. Using a descriptive-correlational quantitative research design, data were collected from 163 third- and fourth-year students during the academic year 2024–2025 through a validated 30-item questionnaire. The study examined variations in soft skills when students were classified according to sex, year level, and course, and also explored the relationships among the identified competencies. Descriptive statistics, independent t-tests, one-way ANOVA, and Pearson correlation were employed for data analysis at a 0.05 level of significance. Results revealed that students exhibited high proficiency across all five domains, with communication skills obtaining the highest mean score. No significant differences were found when grouped by sex, while differences emerged when classified by year level and course, favoring fourth-year students and those enrolled in Financial Management and Tourism Management programs. Correlation analysis indicated significant positive relationships among all skill dimensions, confirming that improvement in one competency reinforces others. The findings validate the applicability of Human Capital and Competency-Based theories in explaining soft skills development and highlight the importance of sustained curriculum enhancement to prepare graduates for leadership and professional adaptability in dynamic business environments. Keywords: Soft Skills, Communication, Problem-Solving, Leadership, Decision-Making, Creativity, Business Education, Employability

Utilization of the Florida Assessment of Student Thinking (FAST): Its Contribution to Academic, Instructional, and Leadership Performance in Florida Charter Schools

Abstract

The implementation of progress-monitoring assessment systems has reshaped instructional and leadership practices in U.S. schools under accountability-driven reforms. This study examined the utilization of the Florida Assessment of Student Thinking (FAST) and its contribution to students’ academic performance through teachers’ instructional performance and principals’ leadership performance in Florida charter schools. Using a quantitative descriptive–correlational design, data were collected from 47 charter schools in Palm Beach County, Florida, involving principals and teachers, with schools treated as the unit of analysis. FAST utilization was measured across student performance monitoring, analysis of assessment results, and data-driven decision-making, while students’ academic performance, teachers’ performance, and principals’ leadership performance were obtained from institutional records. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to test direct and mediating relationships among variables. Results revealed that FAST was utilized at an excellent level across all dimensions. Students demonstrated generally strong academic performance, teachers were predominantly rated as highly effective, and principals exhibited outstanding leadership performance. Structural model findings showed that FAST utilization significantly influenced the analysis and use of assessment data for decision-making, which in turn had a strong positive effect on principals’ leadership performance. Principals’ leadership performance significantly mediated the relationship between FAST utilization and students’ academic performance, while teachers’ instructional performance did not directly mediate this relationship. However, teachers’ instructional performance significantly mediated the relationship between leadership performance and student outcomes. Overall, the model explained 68.1% of the variance in students’ academic performance. The findings indicate that the impact of FAST on student achievement is largely realized through leadership-driven decision-making processes rather than through direct instructional effects alone. The study underscores the central role of school leadership in translating assessment data into effective instructional practices and improved academic outcomes, highlighting the importance of integrated data-use frameworks in charter school settings.

Instructional Leadership and Work Values as Predictors of Managerial Effectiveness among Public Elementary School Heads: Basis for a Capability-Building Framework

Abstract

This study examined the predictive influence of instructional leadership and work values on managerial effectiveness among public elementary school heads. The investigation was conducted to address the need for empirical evidence linking leadership behaviors and value orientations to administrative competence in the public elementary school context. The findings served as the basis for developing a structured capability-building framework aligned with professional standards for school leaders. A mixed-method research design was employed. The quantitative component utilized a descriptive–correlational approach to determine levels and relationships among instructional leadership, work values, and managerial effectiveness. The study was conducted in the Schools Division of Iloilo during School Year 2024–2025. From a total population of 920 public elementary school heads, 279 participants were selected using stratified random sampling based on Taro Yamane’s formula. Three validated researcher-made questionnaires were administered using a five-point Likert scale. Reliability testing yielded high internal consistency coefficients. Descriptive statistics, Pearson’s r, and ANOVA were used for data analysis at a 0.05 level of significance. The qualitative component involved focus group discussions with five selected school heads to support the quantitative findings. Results revealed that instructional leadership, work values, and managerial effectiveness were all rated very high. Significant differences in managerial effectiveness were observed when grouped according to levels of instructional leadership and work values. Significant positive relationships were also found among instructional leadership, work values, and managerial effectiveness, indicating that stronger leadership practices and well-established value orientations were associated with higher managerial competence. The study concluded that instructional leadership and work values were significant determinants of managerial effectiveness among public elementary school heads. It was recommended that the Department of Education institutionalize a structured capability-building program integrating instructional leadership development and values-based training. Continuous mentoring, ethics reinforcement, and managerial skills enhancement were further recommended to sustain leadership performance across school divisions. Keywords: Instructional Leadership, Work Values, Managerial Effectiveness, Public Elementary School Heads, Capability-Building Framework

Instructional Leadership Challenges Among School Principals: An Analysis of Curriculum Management, Resource Allocation, and Technology Integration

Abstract

Instructional leadership plays a central role in improving teaching quality and student learning outcomes in schools. School principals are expected to guide curriculum implementation, support teachers, and ensure that resources and technology are effectively utilized to enhance instructional delivery. Despite these responsibilities, many school leaders encounter various challenges that influence their capacity to perform these roles effectively. This study examined the instructional leadership challenges experienced by school principals, focusing on three key domains: curriculum management, resource allocation, and technology integration. A quantitative research approach using a descriptive survey design was employed. Data were collected from thirty school principals who had passed the National Qualifying Examination for School Heads and were currently serving in public elementary and secondary schools. A structured questionnaire was used as the primary instrument for data collection. The instrument demonstrated strong reliability with a Cronbach’s alpha coefficient of 0.91. Descriptive statistics, including mean and standard deviation, were utilized to determine the extent of leadership challenges. Inferential statistical tests such as t-test and analysis of variance were conducted to examine differences in the level of challenges when grouped according to selected profile variables, including age, sex, years of experience, educational attainment, and school size. The findings revealed that principals experienced slight challenges in curriculum management, resource allocation, and technology integration. Most demographic variables did not significantly influence the level of instructional leadership challenges encountered by principals. However, school size showed a significant relationship with technology integration challenges, indicating that principals managing larger schools experienced greater difficulty in implementing digital initiatives. The results suggest that while school leaders demonstrate resilience in managing instructional responsibilities, structural constraints such as limited resources and technological infrastructure remain key concerns. Strengthening institutional support systems, providing targeted professional development, and improving access to technological resources may enhance the effectiveness of instructional leadership in schools. Keywords: Instructional Leadership, School Principals, Curriculum Management, Resource Allocation, Technology Integration, Educational Leadership, School Administration, Instructional Supervision