Aloysian Interdisciplinary Journal of Social Sciences, Education, and Allied Fields
The Aloysian Interdisciplinary Journal of Social Sciences, Education, and Allied Fields is a peer-reviewed, open-access journal that publishes high-quality research and review articles across social sciences, education, and related fields. Focused on promoting interdisciplinary dialogue and innovative research, the journal welcomes contributions on topics including sociology, psychology, education, policy studies, and human development. With a commitment to open access, authors retain copyright while allowing for wide distribution under a Creative Commons License. The journal is preserved in LOCKSS and CLOCKSS archival systems to ensure long-term access.
Reading Intervention Activities of Public Elementary School Teachers in District III, San Carlos City Division
Effective reading instruction in early childhood education is critical for developing foundational literacy skills that support long-term academic success. This study explored the extent of utilization of reading intervention activities among Grade 2 teachers in public elementary schools of District III, San Carlos City Division for the School Year 2024–2025. Recognizing the importance of early literacy development, the study aimed to assess how frequently and effectively teachers applied intervention strategies such as repeated reading, reconciled reading, group story mapping, and story grammar training. Using a descriptive research design, data were collected from 34 teachers and 17 school heads through a validated questionnaire. The results revealed that reading intervention activities were moderately utilized, indicating that while these strategies were practiced, there remains a need for more consistent and effective implementation. Both teachers and school heads shared similar perceptions, suggesting alignment in their understanding and observation of instructional practices. Challenges encountered by teachers were also rated moderately serious, highlighting the need for professional support and resources. The study concluded that strengthening the utilization of reading intervention activities can enhance learners’ reading performance, comprehension skills, and overall academic outcomes.
Reading Intervention, Literacy Development, Elementary Education, Teacher Practices, Early Literacy
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Instructional Competence of Grade 3 Mathematics Teachers in Public Elementary Schools, Malabon City Division
This study aimed to determine the extent of utilization of instructional competence of Grade 3 Mathematics teachers in public elementary schools in Malabon City Division for the school year 2024–2025. Specifically, it focused on learning resources content validity, appropriateness of learners’ activities, congruency of the lesson plan, alignment of the assessment, and time management. Using a descriptive-correlational research design, the study surveyed 109 teachers and 4 school heads using a validated questionnaire. Data were analyzed using weighted means and t-tests. Findings revealed that teachers demonstrated a moderate extent of utilization in instructional competence across all indicators, and no significant difference was observed between the perceptions of teachers and school heads. The degree of seriousness of problems encountered was generally moderate, with challenges including insufficient instructional materials, inadequate time management, and lack of professional development. The study recommends targeted teacher training, enhanced instructional resources, and the development of an action plan to improve instructional competence in Mathematics. These findings highlight the need for evidence-based interventions to enhance teaching effectiveness and learner outcomes in Mathematics.
instructional competence, Mathematics education, teacher utilization, learning resources, professional development
Digital Skills of Public Secondary School Teachers in District V-B, San Carlos City Division
The increasing integration of technology in education underscores the importance of strengthening teachers’ digital skills to enhance instructional delivery and student engagement. This study assessed the extent of utilization of digital skills among public secondary school teachers in District V-B of San Carlos City and examined differences in perception between teachers and school heads. Using a descriptive-survey design and total enumeration sampling, data were gathered through a validated questionnaire that measured teachers’ digital competencies in areas such as educational software use, digital resource management, data analytics, technology integration, student engagement strategies, and technology-supported learning environments. Descriptive and inferential statistics were used to analyze the data. Results revealed that teachers demonstrated a moderate extent of digital skills utilization across all domains, indicating that while digital tools are being used in instruction, their application remains developing rather than fully maximized. Both teachers and school heads shared similar evaluations of digital skills, as no significant difference was found between their perceptions. Teachers also identified several challenges in digital skills utilization, which were generally viewed as moderately serious. The study concludes that although teachers possess functional digital competencies, continuous professional development is needed to support higher-level digital literacy and enhance technology integration in classroom practices. The study also proposes an action plan to strengthen the digital capacity of public secondary school teachers.
Digital Skills, Technology Integration, Teacher Competence, ICT Literacy, Instructional Innovation
Technostress Among School Heads And Teachers of Baggao West District: A Basis For An ICT Intervention Plan
This study explored the technostress, a growing concern, among school heads and teachers in the Baggao West District, Philippines. The aim was to inform the development of an intervention plan to create a more supportive technological environment for educators. A descriptive correlational design was employed to investigate relationships between variables influencing technostress. Questionnaires were distributed to all school heads and purposive samples of EPP-ICT teachers. The findings revealed that school heads, typically older with higher qualifications, reported higher technostress levels compared to teachers. Factors contributing to technostress included age, qualifications, job security, workload, and a lack of ICT training. Educators commonly experienced stress related to integrating technology into teaching processes, dealing with technical issues, and keeping pace with rapid technological advancements. Interestingly, the study identified a statistically significant gender difference, with female teachers reporting greater technostress. The age difference between school heads and teachers suggests a potential link between age and comfort level with technology, which might influence technostress. The identified gap in ICT training highlights the need for targeted interventions to equip educators with the necessary skills. Based on the findings, the study proposes recommendations to create a more supportive technological environment. These include implementing targeted training programs, providing readily available technical support systems, and fostering a culture of collaboration among educators. The findings provided a strong foundation for developing an ICT intervention plan that addresses the identified technostress factors through targeted training, technical support, and collaborative practices. The study also highlights the need for further research into the gender dimension of teacher technostress to inform the development of more needs-based interventions.
ICT, ICT teachers, ICT training, technological environment, technostress
Determinants of Real Property Tax Collection in Oriental Mindoro: A Basis for Strategic Policy Reforms
This study explored how property assessments, taxpayer compliance, and integration of technology affects the efficiency of real property tax collection in Oriental Mindoro. Addressing long-standing property tax collection challenges, the research surveyed 190 property owners and 10 local assessors and conducted semi-structured interviews with four Commission on Audit auditors. A mixed-methods design combined descriptive statistics Kendall’s Tau-b correlation, and thematic analysis of audit insights. Results showed property assessment practices were only moderately implemented, with outdated methods and limited training of assessors affecting the accuracy. Compliance was driven primarily by consistently enforced penalties, whereas income level and general awareness campaigns showed minimal influence. Technology helped speed up processing and improve on-time payments, but its full benefits were limited due to inconsistent use. Correlation analysis revealed very weak but significant relationship between assessment methods, compliance due to penalties, technological indicators, and collection efficiency. The study suggests that the province may update valuation tools, schedule regular reassessments, improve taxpayer education, and ensure proper use of digital systems. Strengthening inter-office coordination and acting promptly on audit recommendations further enhance RPT administration and help improve tax collection and public service delivery.
Real property tax, collection efficiency, property assessment, taxpayer compliance, technology integration
Contribution of Parents in accommodating Academic and Emotional Needs of Children with Specific Learning Disabilities in Inclusive Schools
The concept of inclusion not only works in the classroom setting but, in the home, where education continues even after leaving school. This is a mixed research study which explores the centrality of the parents in the consideration of the academic and non-academic requirements of children with the Specific Learning Disabilities (SLD) in the inclusive schools of Delhi. The study acknowledges that, although teachers are the ones to instigate intervention plans, the parents are the ones who support and reinforce the strategies by providing a system of home support and emotional care. The sample used was 40 parents of students diagnosed with SLD. Structured questionnaires and semi-structured interviews were used to gather data and combined qualitative and quantitative perspectives were applied. The study involved the investigation of the way in which parents administer the home intervention plans gave by teachers and the role in which this partnership plays in enhancing the learning process and emotional health of children. The results showed that formal parental involvement, such as supervised practice, assistive technologies, and positive reinforcement, increases the academic performance, self-esteem, and motivation of children. Nevertheless, parents cited lack of knowledge, time constraints and inadequate institutional directive as some of the difficulties. The analysis highlights that an effective parent-teacher collaboration is the heart of effective inclusion since it links interventions involving classrooms with continuity at a home level. Parental training, communication, and emotional awareness should thus be strengthened so that holistic development of children with SLD in the inclusive schools of Delhi is achieved.
Specific Learning Disabilities, Inclusive Education, Parental Involvement, Home Intervention, Academic and Emotional Support, Mixed-Method Research.
A Predictive Analysis on the Technological Pedagogical and Content Knowledge of Public Elementary Teachers: A Basis for An Action Plan
This study aimed to determine the level of Technological Pedagogical and Content Knowledge (TPACK) of elementary teachers in the Alcala East District Hillside Cluster as a basis for an action plan. Utilizing a descriptive comparative-correlational design, data were collected from 145 Kindergarten to Grade 6 teachers using a standardized TPACK questionnaire. Findings revealed that the teachers, predominantly experienced female master’s degree holders, demonstrated a high level of knowledge across most TPACK domains, including pedagogical, content, and technological-content knowledge. However, their technological-pedagogical knowledge was at a moderate level. Significant differences and relationships were found primarily in relation to the teachers' number of years in teaching and their attendance at relevant TPACK trainings, which were also identified as significant predictors of their overall TPACK. The foremost issue encountered was a lack of funding for technology integration. Based on these results, a comprehensive action plan titled "Project TARGET" (Train, Assess, Resource Guide, Engage, Transform) was developed to systematically enhance teachers' TPACK competencies through targeted professional development, resource allocation, and sustained support mechanisms.
TPACK, Technological Pedagogical Content Knowledge, Teacher Competencies, Professional Development, Predictive Analysis, Action Plan
Learners' Cognitive Affective and Behavior in Using Personal Digital Devices: A Basis For An Intervention Plan
This study assessed the cognitive, affective, and behavioral aspects of using personal digital devices (PDDs) among Senior High School learners at Tuao Vocational and Technical School as a basis for an intervention plan. Employing a quantitative descriptive-correlational design, data were collected from 100 Grade 12 students through a survey questionnaire. Findings indicated that the respondents, predominantly male and from the HUMSS strand, generally owned a single PDD. They perceived a positive effect of PDD use on their cognitive and affective domains, agreeing that it aided learning and emotional engagement. However, they disagreed that PDD use negatively influenced their behavior. Academic performance remained at a satisfactory level. Significant relationships were found between the perceived effects of PDD use and the profile variables of sex and academic strand. Conversely, no significant relationship was found between PDD use and academic performance. The primary issue identified was that "cellphone distracts my attention in class." In response, an intervention plan titled "Project PRUDE" (Promote Responsible Use of DEvices) was developed to mitigate classroom distractions and foster mindful device usage.
Personal Digital Devices, Cognitive, Affective, Behavior, Academic Performance, Intervention Plan, Senior High School
Classroom Management Approaches of Secondary Teachers in Relation to the Learners’ Academic Performance: A Basis for An Action Plan
This study assessed the classroom management approaches of secondary teachers at Tuao Vocational and Technical School in relation to learners' academic performance, serving as a basis for an action plan. The research employed a descriptive-correlational design and collected data from 112 teachers using a survey questionnaire. The findings revealed that the respondent teachers were predominantly established professionals, characterized as experienced, educated, and committed. They demonstrated a high level of competence in classroom management, consistently employing effective approaches, particularly in the dimensions of teaching and learning, interaction during lessons, and the personal, psychological, and social classroom environment, with mean scores interpreted as "Always." Consequently, the learners' academic performance for the school year was reflected in a "Very Satisfactory" General Weighted Average. Analysis of the relationship between variables indicated that classroom management approaches are largely universal, showing no significant relationship with most teacher profile variables. The sole exception was a significant relationship found between civil status and the psychosocial and social classroom environment dimension. Furthermore, and perhaps most notably, the study concluded that while classroom management is fundamentally important, the statistical analysis revealed no significant relationship between the extent of the management approaches employed and the learners' academic performance. This suggests that academic success is influenced by a broader range of factors beyond classroom management alone. The study also identified key issues faced by teachers, with an "overloaded subject curriculum" ranking as the primary concern. In response to these findings, the researcher developed a proposed action plan titled "Project PRAISE," which is recommended for implementation to systematically address the identified challenges and further support teachers in their roles.
Classroom Management, Academic Performance, Secondary Teachers, Descriptive-Correlational, Action Plan, Philippines
Resiliency of Teachers During the Pandemic
The study aimed to determine the relationship between the profile variables of the teachers in Solana South District, Solana, Cagayan and their level of resiliency during the pandemic in terms of four dimensions namely, Personal Competencies and Persistence, Spiritual Influences, Social Skills and Peer Support, and Family Cohesion. It used the quantitative research design, employing descriptive-correlational research method. Using this method, questionnaires were administered to obtain the necessary data from 219 respondents. The respondents included t h e public elementary school teachers in Solana South District. Frequency count and percentage was employed to analyze the profile variables of the respondents in terms of age, sex, highest educational attainment, plantilla position, and length of service. Weighted mean was employed to determine the level of the resiliency of the respondents during the pandemic with the use of 5-point Likert scale. Further, Chi- square was utilized to test the relationship between the profile variables of the respondents and their level of resiliency during the pandemic. Findings from the study revealed that teachers from Solana South District have high level of resiliency along the four dimensions. A proposed intervention plan was formulated as the output of the study.
family cohesion, peer support, persistence, personal competencies, resiliency, social skill, spiritual influences
Reading Comprehension Skills of Learners Among Medium Schools: A Basis for A Reading Enhancement Plan
This study assessed the reading comprehension skills of Grade 2 learners in the medium schools of Rizal District, Cagayan, during the School Year 2024-2025, as a basis for a reading enhancement plan. Utilizing a descriptive-correlational-comparative design, data were gathered from 81 pupils using a profile survey and the Comprehensive Rapid Literacy Assessment (CRLA). Findings revealed that the majority of learners, predominantly 7-year-old females from Malaueg-speaking, low-income families, were "Grade Ready" in word recognition and sentence reading and were "Reading at Grade Level" in fluency and comprehension. However, a significant number still required support as "Light Refreshers." Statistical analyses identified a significant relationship between reading skills and specific home factors: a mother's educational attainment and the availability of reading materials influenced word-level skills, while a father's educational attainment impacted reading fluency and comprehension. Notably, no significant difference was found between the comprehension levels of the two schools. The study concludes that while instructional practices are generally effective, targeted support is needed. Consequently, a reading enhancement plan is proposed, focusing on differentiated instruction, parental engagement workshops, and the strategic integration of local language to bolster foundational and comprehensive reading skills.
reading comprehension, CRLA, foundational reading skills, home literacy environment, parental education, reading enhancement plan, elementary education
Factors Affecting The Reading Skills Of Grade 4 Learners: A Basis For A Reading Intervention Plan
This study assessed the factors affecting the reading skills of Grade 4 learners at Casambalangan Elementary School, Sta. Ana, Cagayan, for the School Year 2024-2025, as a basis for a reading intervention plan. Utilizing a descriptive-correlational design, data were gathered from 119 pupils through a survey questionnaire and their Phil-IRI pre-test results. Findings revealed that the majority of learners, predominantly 10-year-old females from homes where parents are high school graduates with low income and Ilocano is the primary language, are at the Frustration Level in reading. The learners identified the home environment, school/instructional environment, and cognitive factors as significant influences on their reading skills. Statistical analysis using Pearson Product-Moment Correlation showed a significant relationship between the learners' reading skills and their parents' educational attainment, as well as the school/instructional environment. However, no significant relationships were found with other profile variables or the home and cognitive factors. The study concludes that a multi-faceted approach targeting both the school environment and empowering parents is crucial. Consequently, a comprehensive reading intervention plan is proposed, focusing on structured classroom instruction, teacher training, parental literacy workshops, and targeted support for struggling readers to holistically address the reading challenges.
reading skills, reading intervention, frustration level, home environment, school environment, cognitive factors, Phil-IRI, elementary education
Parental Involvement and Learners’ Academic Performance on the Implementation of Reading: A Basis for a Proposed Enhanced Intervention Program
This study determined the level of parental involvement and its relationship to the academic performance of Grade 2 learners in the Tuao East District for the School Year 2023-2024. Utilizing a quantitative-descriptive and correlational research design, data were gathered from 65 parents across three elementary schools using a survey questionnaire based on Epstein's framework. Findings revealed that the parent-respondents, predominantly high school graduates with blue-collar jobs and low monthly income, demonstrated a high level of involvement across all domains: parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. Their children exhibited a "Very Satisfactory" academic performance. Statistical analysis using Chi-Square showed a significant relationship between certain socio-demographic profiles (occupation, income, and reading materials at home) and specific dimensions of involvement. However, no significant relationship was found between the overall level of parental involvement and the learners' academic performance. Despite facing minimal challenges, the results indicate a disconnect between the effort expended and the academic outcomes, suggesting that the quality of involvement may be more critical than its frequency. Based on these findings, an enhanced intervention program is proposed to maximize the impact of parental involvement on reading implementation and student achievement.
parental involvement, academic performance, reading implementation, Epstein's framework, intervention program, home learning environment
Correlates of Learners’ Learning Behavior on the Use of Electronic Gadgets and Academic Performance of Baggao South District: A Basis for an Action Plan
This study focuses on the learning behavior and academic performance of pupils in the three clustered schools of Baggao South District, specifically regarding their use of electronic gadgets. The goal is to develop an action plan to address the effects of electronic gadget use on their academic performance. The descriptive correlational design was employed in this investigation to determine the significant relationship between the learners’ learning behavior and the academic performance of the 282 pupils of the three clustered schools of the Baggao South District. Findings highlighted the learners’ learning behaviors regarding the use of electronic gadgets, focusing on their strengths and difficulties, the academic performance of the participants, the relationship between the participants' learning behaviors on the use of electronic gadgets and their profile variables, and the correlation between the level of learning behaviors on the use of electronic gadgets and academic performance. The study also revealed that the participants have a moderate degree on the use of educational platforms like YouTube and Facebook, but reported feeling they weren't very skilled in using devices. Social and emotional development was seen as the most concerning difficulty with gadget use, followed by distractions from social media and potential health problems. A significant correlation was found between age, gender, parents' income/employment, and students' agreement with statements about using gadgets for research and learning, difficulty with analytical skills due to app dependence, and health problems from gadget use. Furthermore, no significant link was found between these demographics and statements about social interaction and collaboration with gadgets and using gadgets for accessing educational resources. Meanwhile, there was a strong negative correlation between academic performance and difficulties with analytical skills and health problems caused by excessive gadget use. Based on the results, recommendations for teachers, pupils and parents are provided to address the negative impact on the use of electronic gadgets to the learners. These include awareness campaigns on the use of gadgets, lectures or symposiums for pupils and parents. The study emphasizes the need to implement the action plan to address the negative impact on the use of electronic gadgets to the learners.
Learning Behavior, Electronic Gadgets, Academic Performance
The Influence of Job Satisfaction on the Performance Level of Business Process Outsourcing Work-from-Home Employees
This study examined the relationship between job satisfaction and sustainable performance among Business Process Outsourcing (BPO) employees working under full-time work-from-home and hybrid arrangements in Naga City. It assessed job satisfaction through intrinsic and extrinsic motivators based on Herzberg’s Two-Factor Theory and Self-Determination Theory, focusing on factors such as achievement, recognition, salary structure, and peer relationships. Employee performance was measured using indicators of autonomy, competence, and relatedness. Using a quantitative research design, data were gathered from 70 respondents, and findings revealed that both hygiene and motivational factors significantly influenced job satisfaction, which strongly correlated with sustainable employee performance. Hybrid workers reported slightly higher job satisfaction due to increased flexibility and better work-life balance, while some in-office engagement continued to drive motivation. The study also identified communication barriers, social isolation, and inconsistent policy implementation as key challenges. These results suggest that well-structured motivational strategies and supportive workplace environments can enhance job satisfaction and sustain high performance. In response, the study proposed the H.O.M.E. Project, which stands for Harnessing Opportunities, Motivation, and Engagement for Sustainable Remote Work Excellence, to strengthen leadership, recognition, and infrastructure supporting remote and hybrid work setups.
job satisfaction, work-from-home, hybrid work, BPO industry, performance sustainability, Herzberg’s Two-Factor Theory, Self-Determination Theory
Paggamit Ng Information Communications Technology (ICT) Sa Pagkatuto Ng Panitikang Asyano
Ang pag-aaral na ito ay nakatuon sa Paggamit ng Information Communications Technology (ICT) sa Pagkatuto ng Panitikang Asyano. Layunin nito na matukoy ang antas ng pangangailangan ng mga guro sa paggamit ng ICT sa mga paksa ng Panitikang Asyano, matukoy ang angkop na kagamitang ICT-Based na mabubuo sa mga paksang pinakanangangailangan ng paggamit ng ICT at matukoy ang antas ng balidasyon ng mga nabuong kagamitang ICT-based na makatutulong sa pagtuturo ng Panitikang Asyano. Bilang resulta ng pag-aaral, lumabas na halos lahat ng paksa sa Panitikang Asyano ay may mataas na antas ng pangangailangan ng paggamit ng ICT at nangangailangan ng ICT-Based na kagamitang pampagkatuto na magagamit sa pagtuturo. Ang angkop na kagamitang ICT-Based na maaaring gamitin sa pagtuturo ng Panitikang Asyano ay mga interaktibong kagamitan na binubuo ng mga elemento ng multimedia. Samantala, ang paggamit ng mga binuong kagamitang ICT-Based ay katanggap-tanggap sa mga ebalweytor.
Information Communications Technology (ICT), Panitikang Asyano, Multimedia Presentation, Interactive E-book, at Video Lesson
Stress, Problem Solving Approach, and Job Satisfaction Among Faculty Members and Non-Teaching Personnel at Higher Education Institutions in Sulu
This study sought to determine the extent of correlation and the significant difference between job stress, problem solving approach and job satisfaction among faculty members and support personnel when data are grouped according to gender, age, civil status, length of service, highest educational qualification, academic rank/position and status of employment. This study answered the following research questions on the bases of the following hypotheses: 1) There is no significant relationship between levels of job stress, problem solving approach and job satisfaction among faculty members and support staff at higher educational institutions in Sulu; 2) There a no significant difference in levels of job stress among faculty members and support personnel at higher educational institutions when data are classified according to Age; Gender; Civil status; Length of service; Academic rank/position; Educational qualification; and Employment status; 3) There is no significant difference in levels of problem solving approach among faculty members and support personnel when data are classified according to Age; Gender; Civil status; Length of service; Academic rank/position; Educational qualification; and Employment status; 4) There a significant difference in levels of job satisfaction among faculty members and support personnel when data are classified according to Age; Gender; Civil status; Length of service; Academic rank/position; Educational qualification; and Employment status. This study employed the Descriptive-correlation research design with 200 samples amongst faculty members and support personnel currently employed at higher educational institutions in Sulu during School Year 2015-2016. The research instruments used were patterned and adapted from Safety Health Executive (SHE) Indicator Tool (Cousins et al., 2004) in Kinner and Wray; Problem-Solving Style (key.kf/files.wordpress.com, 2015) whose validity and reliability had been established and Job satisfaction (Drukpa, 2011). The mean and standard deviation were used to determine the extent of job stress, problem solving approach and job satisfaction. The t-Test for independent samples and One-Way ANOVA were used to determine the significant differences between the levels of job stress and problem-solving approach. Test of Multiple Regression was used to determine the significant relationship between the levels of job stress, problem solving approach and job satisfaction among faculty members and support staff.
Stress, Problem Solving, Job- Satisfaction, Faculty, Non-teaching Personnel, Higher Education, Sulu Province
K-12 Constructivist Teaching Approach: Effect on Mathematics Performance of Grades VII and VIII Students at Sulu State College Laboratory High School
This study was designed to investigate the effect of the K-12 Constructivist Teaching Approach on the Mathematics Performance of the grades VII and VIII students in Sulu State College Laboratory High School. 138 selected grade VII students were used as respondents in the study. A checklist questionnaire was used to collect the data on the profile of the respondents. Grading sheets were collected from the class adviser of grade VII (2014-2015) and grade VIII (2015-2016) for gathering the grades in Mathematics. The performance of the students was represented by the percentile average grades in Mathematics. Frequency and percentage distribution were used to determine the profile. Mean was used to determine the level of performance of the students. The t-test for independent samples in One Way Analysis of Variance was used in testing the hypotheses. Five problems were answered, and two were tested. The analysis and interpretation of the data show the following significant findings: The majority of the respondents are female; the father and mother are government employees with an income of 5-10 thousand pesos. The level of performance of the grade VII students in Sulu State College Laboratory High School is approaching proficiency during the school year 2014-2015. The level of performance of the grade VIII students in Sulu State College Laboratory High School is approaching proficiency during the school year 2015-2016. The two null hypotheses were accepted. There is no significant difference between the level performance of grade VII and grade VIII students in Mathematics under constructivist approach of teaching. There is no significant difference between the performance of the grades VII and VIII students when the data are grouped according to gender and socio-economic status. The study concluded that the level of performance of the grades VII and VIII students is approaching proficiency. These levels of performance do not differ significantly.
Constructivist Teaching Approach, Mathematics Performance, K-12 Curriculum, Socio-Economic Status, Gender and Learning
Job Satisfaction on the Teaching Profession Among Language Faculty at Sulu State College
Job satisfaction plays an essential role in the overall commitment and productivity of the school organization. To understand this, this study determined the job satisfaction on the teaching profession among the language faculty at Sulu State College. Specifically, it ascertained the following: the factors affecting the job satisfaction in the teaching profession among language faculty; and the significant difference in the factors affecting job satisfaction among faculty. Weighted mean, t-test, and One-way ANOVA were used to investigate the factors affecting job satisfaction in the teaching profession, and their significant differences among faculty. This study revealed that the respondents highly believe that there are factors that can affect their job satisfaction in their profession. Moreover, there was no significant differences seen in terms of status of employment, highest educational attainment, and civil status. However, there was a significant difference seen in the factors affecting job satisfaction in terms of length of service. Faculty who has been in the workplace for almost a decade have been exposed to a more complex hierarchy of needs which is belongingness in contrast to those faculty who has been in the workplace for more than a decade have a tendency adjust and accommodate these factors that might affect their teaching profession. With this, it was suggested that the College administrators should foster open communication with faculty to address issues promptly, improve job satisfaction through improved work conditions, competitive salaries, and a supportive environment. Faculty should seek professional development opportunities and collaborate to share best practices, leading to innovative teaching methods.
Language Department, College of Arts and Sciences, Sulu State College, Sulu, Philippines
Information and Communication Technology Competence of Public Elementary School Teachers in Urbiz Tondo District, Pangasinan I Division
In the digital age, Information and Communications Technology (ICT) plays a crucial role in enhancing teaching and learning. Despite its potential, many public elementary schools face challenges in ICT integration due to limited resources and teacher preparedness. This study aimed to determine the extent of ICT competence among public elementary school teachers in the Urbiztondo District, Pangasinan I, and examine the differences in perceptions between teachers and school heads, as well as the challenges affecting ICT utilization. A descriptive research design was employed, involving 206 teachers and 18 school heads. Data were collected using structured questionnaires measuring ICT competence across four domains: social and ethical skills, pedagogical skills, professional development, and technological operations. Responses were analyzed using weighted mean to assess competence levels and a t-test to determine significant differences between teacher and school head perceptions. The seriousness of challenges encountered was also evaluated using mean scores. Results revealed that teachers’ ICT competence ranged from moderate to high across the domains, with the highest scores in pedagogical and professional development competencies. There was no significant difference between teachers’ and school heads’ perceptions of ICT competence (t < 0.05). Key challenges included limited access to digital resources, lack of training, and insufficient technical support, which moderately affected ICT utilization. The findings suggest that while teachers recognize the value of ICT and demonstrate moderate-to-high competence, external and internal barriers hinder its full integration into teaching practices. Strengthening professional development, improving ICT infrastructure, and providing ongoing support are recommended to enhance the effective use of technology in classrooms.
ICT competence, digital literacy, teacher professional development, educational technology, public schools
Teaching Strategies of Kindergarten Teachers in Public Elementary Schools of District IV, San Carlos City Division
Effective teaching strategies in early childhood education not only foster a love for learning but also lay the foundation for future academic success. They help children develop essential skills such as problem-solving, critical thinking, creativity, and collaboration. This study explored the extent of utilization of teaching strategies among Kindergarten teachers in public elementary schools of District IV, San Carlos City Division for the School Year 2024–2025. Recognizing that effective teaching strategies are crucial in fostering holistic development and foundational learning among young children, the study aimed to assess how frequently and effectively these strategies were applied in classroom instruction. It specifically sought to determine the extent of utilization of multi-sensory instruction, cooperative learning, tutorial method, experiential learning, and play-based learning as perceived by Kindergarten teachers and school heads. The study employed a descriptive-correlational research design, involving both teachers and school heads as respondents. Data were collected through a validated questionnaire and analyzed using appropriate statistical tools to describe perceptions and determine differences between the two groups. Findings revealed that both teachers and school heads perceived the teaching strategies as moderately utilized, indicating that while these strategies were commonly practiced, there remains room for improvement in their consistent and effective application. Moreover, both groups shared similar perceptions, suggesting alignment in their understanding and observation of instructional practices. Problems encountered by teachers were also found to be moderately serious, highlighting the need for continued support and professional development. The study concluded that enhancing the use of varied and child-centered strategies can further improve the quality of Kindergarten instruction and contribute to better learning outcomes for young learners.
teaching strategies, Kindergarten education, instructional competence, early childhood learning
Classroom Management Practices of Public Elementary School Teachers in District IV, San Carlos City Division
Effective classroom management is essential in achieving quality education as it provides a structured and engaging environment where meaningful learning can take place. Teachers play a crucial role in ensuring effective classroom management through their organization, planning, and discipline strategies. This study aimed to determine the classroom management practices of public elementary school teachers in District IV, San Carlos City Division for the School Year 2024–2025. Specifically, it examined the extent of implementation of classroom management practices in terms of physical organization of the classroom environment, management of classroom activities, time management, management of learners’ behavior, and disciplinary interventions. The descriptive survey method was used, involving teachers and school heads from public elementary schools in the district. Data were gathered through a structured questionnaire and analyzed to identify similarities and differences in perceptions between the two groups, as well as the seriousness of problems encountered by teachers. Findings revealed that both teachers and school heads perceived classroom management practices as generally well-implemented, particularly in organizing classroom activities and managing learners’ behavior, while areas such as time management and disciplinary interventions needed further enhancement. The study concluded that effective classroom management remains a significant factor in ensuring a positive learning environment and improving instructional delivery. Based on the results, an action plan was proposed to strengthen the classroom management competencies of teachers and promote a more conducive and well-organized learning atmosphere in public elementary schools.
classroom management, teacher practices, time management, discipline, public elementary schools
Transformational Leadership in the Post Pandemic of the Philippine Education System
This study investigated the knowledge and dispositions related to transformational leadership among teachers and students in the Philippine Education System, grounded on Transformational Leadership Theory. The research specifically aimed to address the following questions: (1) What is the level of knowledge of teachers and students on transformational leadership across the four components, namely Idealized Influence, Intellectual Stimulation, Individualized Consideration, and Inspirational Motivation? (2) Are there significant differences in knowledge between groups and among components? (3) What is the extent of disposition of transformational leadership functions? (4) Are there significant differences in disposition across components? and (5) What sustainable plan may be proposed based on the results of the study? Findings revealed that both teachers and students demonstrated high levels of knowledge on transformational leadership. Among the four dimensions, Inspirational Motivation obtained the highest ratings, while Intellectual Stimulation received the lowest. Significant differences were found between groups, with students rating their knowledge slightly higher than teachers. Furthermore, a significant interaction effect was noted, particularly in the dimension of Intellectual Stimulation, where teachers rated lower compared to students. On the extent of disposition, results indicated a very high level across all four dimensions, though statistical tests showed no significant differences among them. This suggests that transformational leadership practices are consistently applied within schools, though some components may still be strengthened. In conclusion, transformational leadership continues to serve as an essential framework for guiding school leadership and cultivating positive learning environments. A sustainable plan was developed, highlighting capacity-building initiatives, context-based training, mentorship, and continuous monitoring to ensure the long-term advancement of transformational leadership within the Philippine education system.
Transformational Leadership, Philippine Education, Post-Pandemic Education, School Leadership, Educational Management
Enhancing The Posting Skills of Grade 12 ABM Learners in Bookeeping Using Competency-Based Learning Material
This study scrutinizes the effectiveness of interactive teaching methods and competency-based learning materials in developing posting skills among Grade 12 Accountancy, Business, and Management (ABM) students at Daniel Maramba National High School. The research emphasizes a learner-centered approach, focusing on learners' self-discovery rather than traditional knowledge transmission methods. Using an explanatory-quantitative research design, the study measured learner performance through pre-test and post-test assessments. Statistical analysis employed include frequency, percentage rate, mean, and paired sample t-test. The pre-test results showed a mean score of 8.82 in posting skills, which elucidates low initial performance in Bookkeeping. Following the intervention with competency-based learning materials, the post-test results revealed a significant improvement with a mean score of 17.76, hence demonstrating high performance levels. Statistical analysis at a 0.05 significance level (two-tailed) confirmed a significant difference between pre-test and post-test scores, validating the effectiveness of competency-based learning materials in teaching posting skills. Based on these findings, the study recommends the implementation of competency-based learning materials in the teaching-learning process to enhance student performance in Bookkeeping skills.
competency-based learning, interactive teaching methods, posting skills, ABM strand, quantitative research, bookkeeping education
Improving Low Academic Performance of Grade 9 Learners in the Novel Noli Me Tangere through Differentiated Game-Based Instruction
This study investigated the effectiveness of Differentiated Game-Based Instruction (DGBI) in improving the academic performance of Grade 9 learners in the Filipino novel Noli Me Tangere at Kapatagan National High School during the School Year 2024–2025. Using a one-group pre-test and post-test pre-experimental research design, 50 students were assessed before and after the intervention. Results revealed a substantial improvement in learners’ performance, with the Mean Percentage Score increasing from 38.67% (Beginning level) to 81.33% (Approaching Proficiency level). A paired t-test confirmed a statistically significant difference (p < 0.05) between pre-test and post-test scores. Findings suggest that DGBI is an effective instructional strategy for enhancing student engagement, comprehension, and mastery of literary content.
Differentiated Game-Based Instruction, Noli Me Tangere, academic performance, Grade 9 learners, Filipino literature
Teachers’ Stress Management: A Study on Emotional Regulation
The study sought to explore the levels of stress management among teachers in public schools within a district of a second-class municipality in Southern Negros during the school year 2022–2023. Stress management was examined in three areas: self-care and well-being, supportive relationships, and professional development. It also aimed to determine differences in teachers’ stress management when grouped according to age, sex, civil status, plantilla position, and average monthly family income. Employing a descriptive-comparative design, the study used survey questionnaires and applied the Mann-Whitney U test for statistical analysis. Findings revealed that teachers effectively counterbalance the effects of stress, exhibiting strong coping abilities and a positive outlook in sustaining health and well-being across all domains. The highest ratings were observed in maintaining supportive relationships, while the lowest were in engaging in personal hobbies outside of work—suggesting that teachers have limited time for recreation. When compared across demographic variables, significant differences were found only in civil status under professional development, where married teachers reported higher levels of stress management than their single counterparts. The study concludes that teachers successfully manage stress through mindfulness, social support, and professional growth. However, more emphasis should be placed on work-life balance, individualized professional development, and structured team-building activities. It is recommended that schools implement comprehensive wellness and professional development programs that holistically address teachers’ physical, emotional, and professional needs to enhance both teacher well-being and instructional effectiveness.
Stress management, Self-care, Supportive relationships, Professional Development, Public School Teachers
Contextualizing Instructional Strategies of High School Teachers Based on Teachers’ Perceptions, Practices, and Challenges
This study explored how high school teachers of Arellano University – Jose Rizal High School apply contextualized instructional strategies based on their perceptions, practices, challenges, and solutions, with a used of mixed-methods descriptive-correlational design. The data was gathered from 207 teachers through surveys and open-ended questions. The quantitative data were analyzed using descriptive statistics, Two-Way ANOVA, and Pearson correlation using SPSS, while qualitative responses were thematically analyzed. Findings revealed that high school teachers have a strong level of application of contextualized instructional strategies in terms of perceptions and practices, especially in connecting lessons to real-life experiences that help them make learning more meaningful and engaging. However, integrating local culture, indigenous knowledge, and community engagement remains a challenge for many teachers. The results of the Two-Way ANOVA showed no significant differences in teachers’ perceptions when grouped by educational attainment and years of service, which indicates that positive views of contextualization were shaped across teachers' demographics. In terms of a significant relationship, researchers also found a very strong positive correlation (r = 0.903, p < 0.001) between teachers’ practices and the frequency of implementation, indicating that teachers who value contextualized strategies tend to use them consistently. High school teachers experienced challenges despite positive perceptions in the implementation, such as learner diversity, lack of training and preparation, time and workload constraints, resource limitations, and subject-specific difficulties. To address these concerns, teachers recommended the need for a stronger administrative support through professional development, provision of resources, and collaboration with colleagues that sustain the improvement of contextualized instructional strategies. Overall, the study concludes that teachers are strongly committed to contextualized instructional strategies, but they need support to sustain the implementation effectively. With that, a School Professional Development Program (SPDP) was suggested and developed for the school administrators to improve teachers' implementation of contextualized instructional strategies.
contextualized Instructional Strategies, perceptions, practices, challenges, solutions, professional development
Perceived Difficulties in College Algebra Among Education, Arts, and Sciences Students
Mathematics has long been considered a challenging subject at all educational levels, with many students failing to reach the expected level of mastery. These difficulties are often linked to both student- and teacher-related factors, such as limited conceptual understanding, low motivation, and the continued use of traditional teaching approaches. In higher education, College Algebra remains one of the most difficult foundational mathematics courses. This study aimed to determine the difficulties encountered by first-year college students in College Algebra as perceived by themselves and by their mathematics instructors. A descriptive-survey method was employed, involving 59 Education students, 29 Arts and Sciences students, and their mathematics instructors from a private higher education institution in Negros Occidental, Philippines. A validated and reliable questionnaire based on the College Algebra syllabus was used to assess perceived levels of difficulty across key algebraic topics. Data were analyzed using means, standard errors, and z-tests at a 0.05 level of significance. Findings revealed that both students and instructors generally perceived College Algebra topics as moderately difficult (overall mean = 3.16). Algebraic Fractions was identified as the most difficult. No significant difference was found in perceived difficulties when students were grouped according to gender. However, significant differences were observed between Education and Arts and Sciences students in specific subtopics, particularly Algebraic Fractions and Systems of Real Numbers. The study concludes that while most College Algebra topics pose moderate challenges, targeted instructional interventions and differentiated learning approaches are needed to strengthen students’ understanding and mastery of complex algebraic concepts.
College Algebra, Mathematics Difficulties, Mathematics Education, Perceived Difficulty, Student Perceptions
Bridging the Gaps: An Inclusive Education Framework and Development Program for Learners with Special Needs in Palawan’s Higher Education Institutions
Inclusive education affirms every student's right to quality learning by promoting participation, eliminating barriers, and addressing diverse learning needs. This study assessed the current state of inclusive education practices in Higher Education Institutions (HEIs) in Palawan, Philippines. Employing a mixed-methods approach, the research utilized both quantitative surveys and qualitative Focus Group Discussions to gather insights from administrators, faculty, and students with special needs. The study aimed to evaluate inclusive practices along three key dimensions: admission policies, institutional support systems, and learning environments. Findings revealed that the implementation of inclusive education practices in HEIs was moderately problematic, with the learning environment emerging as the most significant area of concern. Common barriers included inadequate infrastructure, lack of faculty training, and insufficient support services. While perceptions of inclusion were generally consistent across public, private, and private non-sectarian institutions—especially in terms of admission policies and institutional support—differences were noted in the learning environment component. The study underscored the urgent need for a comprehensive policy framework to strengthen inclusive education in HEIs. Recommended interventions include targeted training for faculty and staff, increased disability and cultural competence awareness, enhanced academic and mental health support services, and improvements in campus accessibility. Community engagement, inclusive events, and feedback mechanisms were also identified as vital to promoting a more inclusive institutional culture. These findings offer practical recommendations for policymakers and HEI administrators to address systemic gaps and ensure equitable access and support for all students.
Higher Education Institutions (HEIs), Inclusive Education Practices, Admission Policy, Institutional Support System, Learning Environment
Well-Being of Clinical Instructors: Its Dimensions and Implications
This study aimed to determine the level of well-being of clinical instructors in nursing schools in one of the highly urbanized cities in Central Philippines for the school year 2024–2025, focusing on its dimensions and implications. Guided by Seligman’s PERMA Theory of Well-Being, the study explored the physical, emotional, and mental dimensions of well-being and their implications for professional performance and institutional engagement. Using a descriptive research design, data were gathered from 192 clinical instructors selected through stratified random sampling. A self-made questionnaire was used to measure well-being levels, and data were analyzed using frequency, percentage, mean, and the Mann-Whitney U test. Findings revealed that most respondents were younger, married, had shorter years of service, and were part-time employees. Results indicated that clinical instructors generally had a high level of well-being across all dimensions—physical, emotional, and mental—suggesting that they are capable of managing the demands of both academic and clinical settings. A significant difference was observed only in the physical well-being dimension when grouped according to age, with younger instructors exhibiting higher levels than older ones. No significant differences were found across civil status, length of service, and employment status. The study concludes that while clinical instructors maintain overall positive well-being, institutional interventions are necessary to sustain and enhance it. Integrating wellness programs and supportive policies may foster engagement, motivation, and job satisfaction—factors that ultimately contribute to improved instructional quality and student outcomes.
Clinical instructors, well-being, PERMA Theory, Nursing Education, Faculty Development