| 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
| 13 |
Author(s):
Diana D. Ocampo, Ilyn M. Mendoza, Mike Haizon M. David, Rowena L. Pamintuan, Alfer S. Sanchez.
Page No : 119-131
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Tracer Study of Bachelor of Science in Hospitality Management Graduates of DHVSU From 2021–2023: An Analysis
Abstract
This tracer study assessed the employability outcomes of Bachelor of Science in Hospitality Management (BSHM) graduates of Pampanga State University from 2021 to 2023. A descriptive quantitative design was employed, with 458 graduates (60.03% of the total 763 graduates) responding through an online survey. Statistical tools such as frequency counts, percentages, means, and standard deviations were used. Results revealed that 70.31% of graduates were employed, 12.88% were underemployed, 5.02% were self-employed, and 11.79% remained unemployed. Most were employed locally (77.07%), while 11.14% worked abroad. The majority held rank-and-file positions (67.25%), though 9.17% attained supervisory roles and 6.77% reached managerial positions. Income distribution showed that 27.07% earned ₱25,000 and above, while 23.80% earned between ₱20,000–₱24,999. Nearly half (46.07%) secured their first job immediately after graduation. The most common difficulties reported were limited job vacancies (55.02%) and inadequate experience (31.44%). Graduates rated their school-acquired knowledge as very highly useful (52.88%), and very highly developed (47.60%). Applicability of skills was rated to a great extent across all domains, with human relation skills (M = 4.54, SD = 0.69) and technical skills (M = 4.51, SD = 0.74) ranking highest. These findings affirm that the BSHM program effectively prepared students for the labor market, while highlighting the need for stronger industry linkages and curricular enhancement.
Keywords: Tracer Study; Employability; Hospitality Management; Graduate Profile; Skills Applicability; Pampanga State University
| 14 |
Author(s):
Isaac S. Ronquillo, Regina L. De Jesus, Mary Gian Paula B. Songco, Ciarra Elaine T. Carlos.
Page No : 132-144
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Tracer Study of BSBA Marketing Management Graduates (2022–2023) at Don Honorio Ventura State University, Pampanga, Philippines
Abstract
This tracer study examined the employment outcomes, skill relevance, and challenges of the 2022 and 2023 graduates of the Bachelor of Science in Business Administration Major in Marketing Management from Don Honorio Ventura State University, Lubao Campus, Pampanga, Philippines. Using a descriptive quantitative design, data were collected from 132 graduates out of 190 total graduates, yielding a 69% response rate. Findings revealed that a majority of the respondents were employed (77.27%), with more than half securing employment immediately after graduation (53.79%). Most graduates were absorbed by local industries (76.52%), particularly in finance, banking, retail, and pharmaceuticals, though the majority occupied rank-and-file positions (60.61%) with regular employment status (72.73%). In terms of income, most earned between ₱10,000 and ₱20,000 monthly, while 20.45% reported salaries of ₱25,000 or higher. Employers prioritized communication skills (94.70%), critical thinking (59.09%), and problem-solving (49.24%) as the most important competencies, confirming their centrality in hiring decisions. Graduates evaluated their school-acquired knowledge and competencies as very highly useful (overall mean = 4.53, SD = 0.60) and very highly developed (overall mean = 4.50, SD = 0.65). Skills such as communication (M = 4.67), critical thinking (M = 4.62), and problem-solving (M = 4.61) were reported to be applied to a great extent in current employment, underscoring the program’s relevance. Despite these positive outcomes, graduates identified limited job vacancies (43.18%) and lack of experience (37.88%) as major challenges in finding employment. The study concludes that the BSBA Marketing Management program at DHVSU has been successful in preparing graduates for the labor market, though further improvements in practical training, digital skills integration, and industry partnerships are necessary. The results highlight the importance of continuous tracer studies to guide curricular refinement and institutional strategies aimed at improving employability and workplace readiness.
Keywords: Tracer Study; Graduate Employability; Marketing Management; Skills and Competencies; Employment Outcomes; Philippines
| 15 |
Author(s):
Lovella Madamba Escuyos, Manuel B. Dayondon.
Page No : 145-153
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Teacher’s Professional Development and Teaching Motivation Towards Organizational Development of Numancia West District Siargao Islands Division
Abstract
This study examined the relationship between teachers’ professional development (TPD), teaching motivation, and organizational development in the Numancia West District, Siargao Islands Division. Using a quantitative descriptive survey design, data were collected from 60 teachers through a validated structured questionnaire covering professional development activities, motivational dimensions, and organizational development indicators. Descriptive statistics, t-tests, ANOVA, and Pearson correlation were used for data analysis. Results revealed that teachers demonstrated high engagement in professional development, with certification programs ranked highest and peer observation lowest. Teachers also showed high motivation, particularly in intrinsic factors, while autonomy scored slightly lower. Organizational development was perceived as highly developed, with leadership and governance receiving the highest ratings and personnel management the lowest. Correlation analysis showed a strong positive relationship between professional development and teaching motivation (r = 0.6896), and between teaching motivation and organizational development (r = 0.7386), while professional development and organizational development had a moderate but significant relationship (r = 0.4823). These findings highlight the interconnected nature of professional growth, motivation, and organizational performance, underscoring the need for integrated policies and leadership practices that foster teacher development, autonomy, and collaborative school cultures.
| 16 |
Author(s):
Welmar Laorden, Felisa G. Laranjo.
Page No : 154-161
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Global Perspectives on Specialized Secondary Programs
Abstract
This study examines the design and outcomes of special interest programs (SIPs) in secondary education, using the case of the Cabadbaran City Division in the Philippines as a foundation for insights with global relevance. It explores how program structures, curriculum, and stakeholder support influence graduate outcomes in areas such as employability, higher education readiness, and personal growth. A descriptive-correlational design was employed to analyze both program design and graduate experiences, highlighting the alignment of educational strategies with students’ needs and aspirations. Findings show that well-structured curricula, effective instructional strategies, and strong community collaboration contribute to positive learner outcomes, while challenges remain in ensuring equitable access and consistent support for diverse learners. The results provide a framework for enhancing special interest programs in secondary education and offer guidance for policymakers, administrators, and educators seeking to integrate specialized pathways that prepare students for academic, professional, and entrepreneurial success.
Keywords: Special Interest Programs, Secondary Education, Gifted Education, Program Design, Educational Outcomes, Philippines
| 17 |
Author(s):
Ariel B. Soledad.
Page No : 162-170
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Organizational Climate, Job Satisfaction, and Job Performance among Teachers
Abstract
This study examined the relationship between organizational climate, job satisfaction, and job performance among 154 teachers in the Malimono District, Surigao del Norte Division. It adopted a quantitative descriptive design, using a structured survey to assess teachers’ demographic profiles, perceptions of organizational climate, satisfaction levels, and performance. Results showed that teachers generally perceived the organizational climate positively, particularly in leadership and communication, while support systems and professional development opportunities needed improvement. Job satisfaction was high, with contentment in workload and job security, but areas such as working conditions and recognition required attention. Teacher performance was rated highly in instructional quality, student engagement, and classroom management, but less so in extracurricular involvement. Statistical analysis revealed significant relationships among organizational climate, job satisfaction, and performance, indicating that a supportive and collaborative environment enhances teachers’ motivation and effectiveness. The study recommends improving professional development, enhancing working conditions, and fostering recognition systems to strengthen teacher engagement and overall performance in the district.
Keywords: Organizational Climate, Job Satisfaction, Job Performance, Leadership Style, Communication Patterns, Teamwork, Support Systems, Professional Development, Teacher Performance, Malimono District.
| 18 |
Author(s):
Jonalyn T. Virtudazo.
Page No : 171-180
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A Phenomenological Study of Filipino Migrant Teachers in the United States
Abstract
This study explored the lived experiences of Filipino migrant teachers in the United States using a descriptive phenomenological approach grounded in Husserlian Transcendental Phenomenology and Constructivist Ontology. Nine Filipino teachers were purposively selected and interviewed through semi-structured, in-depth conversations to capture their personal, cultural, and professional journeys. Analysis of the narratives revealed five key themes: homesickness and emotional struggles, cultural adjustment, professional challenges, support systems, and motivation and resilience. Findings showed that the migration experience was characterized by significant emotional and professional transitions that fostered personal growth, identity reconstruction, and empowerment. Support networks, opportunities for career advancement, and intrinsic motivation were identified as crucial in enabling resilience and adaptation. The study highlights the need for structured induction programs, professional development initiatives, and supportive policies that address credential recognition and create inclusive environments for migrant teachers. Insights generated provide a foundation for educational management, policy formulation, and future research on international teacher mobility. Keywords: Filipino Migrant Teachers; Phenomenology; Cultural Adjustment; Teacher Migration; Resilience; Professional Adaptation; United States Education
| 19 |
Author(s):
Jaycon P. Caspe.
Page No : 181-197
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Pedagogical Skills and Strategies among Business-Related Subject Teachers
Abstract
Abstract
This study used a descriptive-correlational approach to investigate the connection between teaching methods, pedagogical abilities, and teacher characteristics in business education within the Division of Dinagat Islands. It was discovered that a sizable percentage of instructors assigned to business and entrepreneurship courses majored in mathematics, science, or TVL, with less than 20% having a relevant major. The predominance of teachers in non-senior roles and the out-of-field teaching may point to a mismatch between credentials and subject assignments, highlighting areas for targeted support and professional development. The study also revealed significant differences in classroom management skills based on employment status, suggesting variations in training, experience, or institutional support between permanent and non-permanent teachers. Additionally, differentiation skills varied significantly based on specialization and teaching positions, implying that specialist teachers might possess different pedagogical approaches, content knowledge, or familiarity with differentiation techniques specific to business-related subjects. To address the mismatch in specialization and the scarcity of teachers in higher positions, the Schools Division Office (SDO) is advised to review its hiring policies and mandates, and consider promoting senior high school teachers to higher positions.
Keyword: Descriptive-Correlational, Teaching Strategies, Pedagogical Skills, Business-Related Subjects, Differentiation Skills, Senior High School
| 20 |
Author(s):
Ian Jay D. Requina.
Page No : 198-208
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Attitudes, Beliefs, and Perceived Effects of “No Filipino Child Left Behind” Principle on Mathematics Teaching
Abstract
This study examined the attitudes, beliefs, and perceived effects of the No Filipino Child Left Behind (NFCLB) principle on mathematics education in District 2 of Surigao City Division. Using a quantitative descriptive design, data were gathered from 118 mathematics teachers through a validated and reliable researcher-made questionnaire. Results revealed that teachers demonstrated moderately positive attitudes and beliefs toward the NFCLB principle, acknowledging its role in ensuring access to quality education, improving learning facilities, monitoring children of compulsory age, and prohibiting child employment. The perceived effects of NFCLB on students’ problem-solving and critical-thinking skills were also moderate, indicating room for improvement in instructional support and resource allocation. Inferential analyses showed no significant differences in attitudes and perceived effects when teachers were grouped by demographic variables, except for a significant variation in monitoring practices by age group. A moderate positive correlation was found between teachers’ attitudes and beliefs, suggesting that more favorable attitudes are associated with stronger confidence in the policy’s effectiveness. The findings highlight the need for capacity-building programs, equitable distribution of resources, and stronger community-school partnerships to enhance policy implementation and improve mathematics learning outcomes in the division.
| 21 |
Author(s):
Allaizza Mae R. Lisondra, Alcher J. Arpilleda.
Page No : 209-219
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Technological Knowledge, Pedagogical Knowledge, and Content Knowledge in Relation to Students’ Achievement in Mathematics in the Secondary Schools
Abstract
This study examined the relationship between secondary mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK) and students’ academic achievement, engagement, and resilience. A quantitative-correlational research design was adopted, involving secondary mathematics teachers and their students from selected public secondary schools. Purposive sampling was employed to ensure that only teachers actively teaching mathematics and students enrolled in their classes were included. Standardized and validated instruments were utilized to assess teachers’ levels of technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), along with measures of students’ achievement, engagement, and resilience. Data were analyzed using descriptive statistics, Pearson correlation, and ANOVA. Findings revealed that teachers demonstrated high levels of TPACK, with content knowledge rated highest, followed by pedagogical and technological knowledge. Students showed proficient academic achievement and high engagement and resilience. Significant positive correlations were found between teachers’ TPACK components and student outcomes, with pedagogical knowledge showing the strongest relationship with academic achievement. Differences in TPACK levels were also noted when teachers were grouped according to educational attainment and field of specialization. These results highlight the importance of strengthening teachers’ technological competencies, providing sustained institutional support, and offering continuous professional development to optimize technology integration in secondary mathematics instruction.
| 22 |
Author(s):
Anne Kristine Alsong Arlan, Alcher J. Arpilleda.
Page No : 220-231
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Level of Stress and Coping Mechanisms of Teachers and Administrators
Abstract
This study examined the level of stress and coping mechanisms of teachers and administrators in District 10, Surigao City Division during the school year 2024–2025. Using a quantitative-descriptive design, data were gathered from 150 respondents through standardized instruments, namely the Common Sources of Stress Questionnaire and the Filipino Coping Strategies Scale. Results revealed that overall stress was at a low level, with organizational structure and climate identified as the highest stressor. Coping mechanisms were practiced to a high extent, with religiosity, problem solving, and cognitive reappraisal as the most common strategies, while maladaptive coping such as substance use was minimal. Significant differences in stress and coping were observed by sex, but not by other demographic variables. A weak yet significant positive correlation was found between stress levels and coping mechanisms, indicating that increased stress led to greater use of coping strategies. The study concluded that while teachers and administrators demonstrate resilience, systemic and organizational factors remain critical in shaping their stress experiences. Based on these findings, a stress management and wellness program was proposed to strengthen institutional support and enhance adaptive coping among educators.
| 23 |
Author(s):
Floramyr Platil Sarvida, Nikko T. Ederio.
Page No : 232-240
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Implementation of 21st Century Skills-Based Science Instruction and Organizational Support
Abstract
This study examined the implementation of 21st-century skills-based science instruction and the organizational support provided to teachers. It adopted a quantitative descriptive survey design and involved 25 junior high school science teachers from Surigao del Norte National High School during the school year 2022–2023. The study assessed the extent to which learning and innovation skills, information, media and technology skills, and life and career skills were integrated into science instruction. It also evaluated the level of organizational support received by teachers, including resources, professional development, and administrative assistance. Findings indicated that the integration of 21st-century skills was moderately to highly implemented, with teachers demonstrating active efforts to foster critical thinking, creativity, collaboration, and digital literacy in their classes. Organizational support was also perceived as moderate, highlighting areas for improvement in resource allocation and teacher training. Statistical analysis revealed significant relationships between the extent of 21st-century skills integration and the level of organizational support. These findings underscore the importance of aligning institutional policies, professional development, and resource provisions to enhance the quality of science instruction and prepare learners for the demands of a knowledge-based society.
Keywords: 21st-Century Skills, Science Instruction, Organizational Support, Learning And Innovation Skills, Information And Technology Skills, Life And Career Skills, Educational Reform, Teacher Development
| 24 |
Author(s):
Kris John Carl A. Galanida, Alcher J. Arpilleda.
Page No : 241-253
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Mathematical Essential Learning Competencies Achieved by Grade 6 Completers of Claver Central Elementary School District of Claver
Abstract
This study assessed the extent to which Grade 6 completers of Claver Central Elementary School demonstrated essential mathematical learning competencies as defined in the K to 12 Mathematics Curriculum Framework. Using a quantitative descriptive-correlational design, the research evaluated the proficiency of learners in Numbers and Number Sense, Measurement, Geometry, Patterns and Algebra, and Statistics and Probability. Respondents included both pupils and their teachers, with data gathered through validated questionnaires. Statistical tools such as mean, standard deviation, t-test, ANOVA, and Pearson correlation were employed for analysis.
Findings revealed that the Grade 6 completers achieved a moderate level of proficiency across the five mathematical domains. Significant differences were observed when competencies were grouped according to age, sex, and general weighted average in Mathematics. Moreover, discrepancies were identified between teachers’ and pupils’ assessments of competencies, while a significant correlation existed between learners’ general weighted average and their self-assessed mathematical proficiency.
The study highlights the need for sustained efforts in improving mathematics instruction, including enhanced teacher professional development, curriculum refinement, and increased parental involvement. These findings provide useful implications for school administrators and policy makers in strengthening mathematics education outcomes.
Keywords: Mathematics Education; Essential Learning Competencies; Grade 6 Learners; Philippines; Student Performance
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Author(s):
Lux Mee C. Bagot, Manuel B. Dayondon.
Page No : 254-266
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Beliefs and Attitudes toward the Catch-Up Fridays Mandate on Teachers
Abstract
This study examined the beliefs and attitudes of teachers toward the Catch-Up Fridays mandate of the Department of Education in Cagdianao West District, Province of Dinagat Islands. Employing a descriptive-correlational design, the study surveyed 80 teachers selected through simple random sampling from the total population of 92. A researcher-made questionnaire, validated by experts and tested for reliability, served as the primary data-gathering tool. Data were analyzed using frequency counts, percentages, weighted means, standard deviations, analysis of variance, and Pearson’s r correlation. Findings revealed that teachers generally held highly positive beliefs and strong positive attitudes toward the Catch-Up Fridays mandate, particularly in time allotment, collaborative expertise sessions, reading strategies, and GMRC integration. Moderately positive perceptions were noted in values and health education, indicating challenges in resource availability and implementation. Significant differences in beliefs and attitudes were observed when teachers were grouped according to educational attainment, current position, and grade level taught. Moreover, a strong positive and significant relationship was found between beliefs and attitudes, confirming that conviction influences disposition toward program implementation. The study concludes that Catch-Up Fridays is widely supported by teachers, but its long-term effectiveness depends on sustained training, adequate resources, and responsive policy support. An enhancement plan was proposed to address gaps in values and health education integration. The findings underscore the critical role of teachers as implementers of educational reforms and contribute to ongoing efforts to strengthen literacy recovery in the Philippines.
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Author(s):
Melani Limato Cabantug.
Page No : 267-278
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Extent of Implementation of Differentiated Instruction Among Teachers in Tubod District
Abstract
This study examined the extent of implementation of differentiated instruction (DI) among public elementary school teachers in Tubod District, Surigao del Norte. Using a descriptive–correlational research design, ninety-five (95) teachers from nine public schools participated through total enumeration sampling. A validated researcher-made questionnaire was used to collect data on teacher profiles, DI implementation across content, process, product, and learning environment, and challenges encountered. Data were analyzed using frequency counts, percentages, weighted mean, ANOVA, exploratory factor analysis, and Pearson’s correlation at a 0.05 level of significance. Findings revealed that teachers implemented DI to a moderate extent (overall M = 2.77). Among the four dimensions, content differentiation was most practiced (M = 2.82), while process differentiation was least applied (M = 2.76). Teacher-related variables such as age, sex, years of experience, educational attainment, and grade level taught did not significantly affect DI implementation. However, a significant difference was found in content differentiation when teachers were grouped according to training attended, highlighting the critical role of professional development. Teachers reported moderate challenges, particularly in preparing materials, workload, and lack of resources. Correlation analysis showed that higher challenges were associated with lower levels of DI implementation (r = -0.39, p < 0.05). The study concludes that while DI is practiced in Tubod District, its implementation remains constrained by systemic barriers. Professional development emerged as a decisive factor in enhancing DI, especially in content differentiation. The results imply the need for sustained training, provision of resources, workload management, and supportive school leadership to strengthen DI implementation. Keywords: Differentiated Instruction; Content Differentiation; Process Differentiation; Product Differentiation; Learning Environment; Challenges; Teacher Training; Tubod District; Descriptive–Correlational Research; Professional Development
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Author(s):
Ma. Rose S. Bonono, Alcher J. Arpilleda.
Page No : 279-293
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Educational Practices and Teaching Performance among English Teachers in the Division of Surigao City
Abstract
This study investigated the relationship between educational practices and teaching performance among English teachers in the Division of Surigao City during the School Year 2023–2024. Using a descriptive–correlational research design, data were collected from 58 English teachers through a validated questionnaire and performance records from the Results-Based Performance Management System–Philippine Professional Standards for Teachers (RPMS–PPST) and the Individual Performance Commitment and Review (IPCR) forms. Statistical tools such as frequency, percentage, mean, standard deviation, Mann–Whitney U Test, Kruskal–Wallis H Test, and Pearson Product–Moment Correlation were used to analyze the data at a 0.05 level of significance. Findings revealed that the respondents demonstrated a very high level of educational practices across all dimensions: instructional strategies (M = 3.60, SD = 0.38), classroom management (M = 3.73, SD = 0.33), and student engagement (M = 3.62, SD = 0.38). Teaching performance was rated as very satisfactory to outstanding (overall M = 4.45, SD = 0.46). Results further indicated no significant differences in educational practices and teaching performance when grouped according to sex, educational attainment, or years in teaching (p > 0.05). However, a significant difference in student engagement was found when grouped by age (p < 0.05). Correlational analysis revealed a strong positive relationship between overall educational practices and teaching performance (r = 0.648, p = 0.001). These findings affirm Bandura’s Social Cognitive Theory (1977), emphasizing that teachers with higher self-efficacy are more likely to apply effective instructional and management strategies that enhance learner engagement and teaching outcomes. The study recommends continuous professional development, peer mentoring, and technology integration to sustain excellence in English instruction and align with RPMS–PPST standards.
Keywords: Educational Practices, Teaching Performance, Instructional Strategies, Classroom Management, Student Engagement, RPMS–PPST, Social Cognitive Theory, Surigao City
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Author(s):
Francis Dianne J. Cortes, Felisa G. Laranjo.
Page No : 294-304
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Teaching Efficacy and Organizational Commitment of Public School Teachers in Dinagat Islands
Abstract
This study examined the relationship between teaching efficacy and organizational commitment of public-school teachers in the Dinagat Islands, a geographically isolated and disadvantaged area in the Philippines. Using a descriptive–correlational design, data were collected from 150 teachers selected through stratified random sampling. Findings showed that teaching efficacy was rated moderately high (M = 3.15, SD = 0.54), with the highest domain in impact on student performance (M = 3.20), while organizational commitment was also moderately high (M = 3.07, SD = 0.55), with affective commitment as the strongest dimension (M = 3.12). Pearson’s correlation revealed a significant positive relationship between teaching efficacy and organizational commitment (r = 0.62, p < .001), indicating that higher instructional confidence corresponded with stronger loyalty and emotional attachment to schools. These results highlight the need for targeted professional development, supportive leadership, and institutional interventions that enhance teacher capacity and well-being. The study contributes to the discourse on teacher motivation and retention, offering policy and practice implications for sustaining education in disadvantaged Philippine communities.
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Author(s):
Charess Dela Cruz Rustia.
Page No : 305-315
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Unpacking Learning Action Cell: A Systematic Review of Challenges and Opportunities of Key Players In Basic Education
Abstract
This study conducted a qualitative systematic review of empirical research on the implementation of the Learning Action Cell (LAC) in Philippine basic education. Institutionalized through DepEd Order No. 35, series of 2016, the LAC was designed as a school-based professional development strategy aimed at strengthening teacher collaboration and reflective practice. Using the PRISMA 2020 guidelines, a total of 21 studies published between 2016 and 2024 were identified, screened, and thematically analyzed following Braun and Clarke’s six-phase approach. The findings revealed three central strands: challenges, opportunities, and impacts on teaching efficiency. The review highlighted persistent challenges such as inadequate facilitator training, scheduling and workload conflicts, limited resources in rural schools, and weak monitoring systems. At the same time, it underscored enabling opportunities, including improved teacher collaboration, increased professional confidence, and the fostering of reflective practice. Evidence further indicated that LAC participation enhanced teaching efficiency by supporting the application of differentiated instruction, integration of digital tools, and improved classroom management. The study also found that LAC effectiveness was strongly influenced by contextual variables such as topic relevance, facilitator competence, leadership support, and resource availability. Overall, the findings affirm that the LAC is a promising framework for professional development but one that requires stronger policy enforcement, facilitator training, and equitable resource provision to ensure sustainability. The study recommends strengthening institutional support, aligning session content with teachers’ instructional needs, and conducting further research on the direct impact of LAC on student learning outcomes.
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Author(s):
Angelu Aranas Pastor.
Page No : 316-325
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Challenges and Opportunities in Integrating Socio-Emotional Values in Teaching Mathematics Instruction: Evidence from Rizal II District, Dinagat Islands
Abstract
Purpose: This study examined the challenges and opportunities mathematics teachers encounter in integrating socio-emotional values into their instruction in the Rizal II District of the Dinagat Islands, Philippines. The study also determined whether perceptions of challenges and opportunities differed significantly when teachers were grouped according to profile variables.
Method: A quantitative descriptive design was employed, involving 72 mathematics teachers from elementary and secondary schools. A validated researcher-made questionnaire with excellent reliability (Cronbach’s alpha: 0.928 for challenges; 0.935 for opportunities) was used. Data were analyzed using descriptive statistics, independent sample t-tests, and one-way analysis of variance (ANOVA) at a 0.05 level of significance.
Results: Findings revealed that teachers perceived integration as highly challenging (M = 3.34), particularly in linking mathematics to ethical decision-making, incorporating fairness and justice, and addressing emotional aspects of learning. Opportunities were likewise rated highly (M = 3.32), emphasizing collaboration, empathy, resilience, and critical reflection. No significant differences were found across teachers’ demographic and professional profiles.
Conclusion: Integrating socio-emotional values in mathematics is essential yet complex. Teachers recognize its importance but face systemic barriers, including rigid curricula, resource limitations, and lack of training. Nonetheless, their openness to innovate indicates a strong foundation for advancing socio-emotional integration.
Implications: The study recommends strengthening teacher professional development, developing instructional resources, and aligning curriculum policies to support socio-emotional integration in mathematics. Building collaborative platforms for teachers to share best practices may also sustain innovation and contribute to holistic learner development in the Philippine context.
Keywords: Socio-Emotional Values; Mathematics Education; Teacher Challenges; Instructional Opportunities; Dinagat Islands; Philippine
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Author(s):
Alvin J. Sumampong, Bryll Rogador Morales, Jaycon P. Caspe, Blendamar Cagampang Morera.
Page No : 326-337
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Government and Community Responses to Challenges in Responsible Consumption and Production (SDG-12) in the Philippines: A Qualitative Study
Abstract
The study explored the responses of government institutions and community stakeholders to the challenges of implementing Sustainable Development Goal 12 (SDG 12) Responsible Consumption and Production in the Philippines. Using a qualitative narrative approach, the research examined how national policies, local initiatives, and collaborative practices shaped the country’s progress toward sustainability. Findings revealed three major themes: policy implementation gaps, community empowerment, and collaborative sustainability. First, institutional weaknesses such as fragmented coordination, limited resources, and short-term political agendas hindered the translation of sustainability policies into effective programs. Second, communities responded to these gaps through self-initiated environmental efforts, including waste segregation, upcycling, and composting projects, which reflected empowerment and a shared sense of responsibility. Third, collaborative governance and policy innovation emerged as transformative pathways, where partnerships among local government units, non-government organizations, and private sectors fostered inclusive and adaptive sustainability models. The interplay between governance structures and grassroots participation highlighted that sustainable development could not be achieved by policy reform alone, but through collective ownership and long-term cooperation. The study concluded that strengthening participatory governance, institutional coherence, and innovation systems is essential for realizing SDG 12 in the Philippine context. By fostering collaboration between government and communities, sustainability initiatives can evolve from fragmented projects into integrated, equitable, and resilient systems of responsible consumption and production.
