Educational leadership function can be defined in 3C which is to Create, Connect, and Commit. The first C refers to creating competent educational providers. The second C, which is the subject of this article pertains to the process of connecting the capabilities and resources of educational leaders to cater to the demands of the school. Also, it is how educational leaders comprehend the needs of the school without taking it as a huge burden in their job. To enable themselves to understand the demands of their constituents, they have to have Compassion.

School leaders must be cautious in their decisions about budget allocations, curriculum content, and manpower. This flexibility allows school systems to respond quickly to evolving educational aspirations as well as the specific requirements and interests of their schoolchildren.

Allotting time, effort, and patience to comprehend your constituents can help you grow into a more productive and influential educational leader. A gap analysis is a data-driven practice for data collection and analysis of educational issues. A gap analysis, when executed right, provides a precise and thorough reflection of an institution's assets and flaws. The records can be used by school officials to decide what are the performance gaps. They can then distinguish substantial proof techniques and initiatives that could assist students to achieve better outcomes.

Gap Analysis has three stages which are the acquisition of relevant information, storing the information, and the analysis proper. The initial stage is the acquisition of all the needed data. In this stage, the educational leaders and their staff will gather information from the 3P (Papers, People, and, Process) concerning Student Achievement, Curriculum and instruction, School organization, School climate, Family and community involvement, Professional development, and ongoing support.

Afterward, the accumulated information will be kept and stored until the actual analysis stages occur. Also, it includes sorting and arranging the information in their respective areas. Properly storing the data will saves time whenever they are needed. It makes information easily accessible.

The last and most crucial stage is the analysis. All information will be interpreted to make conclusions regarding the current status quo of the overall school performance. These records can affirm the defined demand while also serving as a benchmark for future correlation when assessing curriculum efficiency and outcome measures. School systems can analyze a range of sources of information and compare them over time to determine behaviors in academic achievement.

Gaps analysis encourages schools to analyze improvement opportunities and distinguish, comprehend, and optimize the requirements that must be fulfilled. In this way, educational leaders will gain a better understanding of their constituents and recognize the actions that must be taken to ensure that all initiatives are worthwhile.

“Motivation is what gets you started, Commitment is what keeps you going”

         Behind the position, authority, and privileges are their sacrifices, ideas, and efforts. At some point, educational leaders set aside their peace and interest while placing their constituents' welfare above theirs.  This scenario can happen multiple times throughout their administrations. What makes them survive in this situation? It takes love and passion to be able to thrive in the field of educational leadership. As the saying states, if you love what you are doing, hardships, no matter how rough it is, will be viewed as stairs to success. Hence, commitment is required.

         When academic institutions face adversity, robust leadership is indispensable for fortitude, acclimation, and restoration. Despite detrimental extreme events, academic institutions with excellent leadership continued to improve academic results. Last 2020, Education's Covid-19 response, is offering power to several of the curriculum's cornerstones.

         COVID-19 has served as a life-changing experience for educational establishments. The pandemic's uncertainty, intensity, and timeframe have heightened the urgency. Currently, we are slowly embracing the changes of the New Normal, and a large number of these stressful experiences are likely to exacerbate already excessive levels of anxiety. The solution is to cultivate fortitude, or the capacity to handle, acclimate, and overcome obstacles.

         A perseverance ideology enables flexibility and resourceful solutions to some of the most intractable problems. Appreciation for discrepancies and an eagerness to generate ideas with colleagues to attain workable ideas are essential problem-solving fundamental building blocks. 

For durable leading figures, optimism is an efficient method for reducing strain, which can impede decision-making and how they approach tough possibilities. Incorporating faculty-student relationships are compelling energizers that improve confidence and regenerate a sense of purpose. 

Appreciating coworkers' victories acknowledges their great achievements. It will inspire teaching staff to strive for more as their efforts are highly recognized. They will be motivated to work productively as the educational leaders let them feel they are involved and they are a huge part of school achievement.

Educational leaders employ conversation to impart whatever is understood at the time, regardless of whether the situation is ambiguous. Take a break from your job or even other obligations to concentrate on essential self-care activities. Also, they watch closely and do not spread rumors. They willingly concede when they are in the dark about doing something. As new data becomes available, people offer additional upgrades so that others can gain some perspective. Committing to their work, educational leaders serve as a light of hope in the context of despair.

Leadership is the engine that propels all individuals in need, particularly at-risk schoolchildren. According to research, cooperative learning and group performance facilitate the influence of leadership. To be coordinated is critical because it establishes processes and approaches. The administrator is aware of coursework evolution and modifications and makes sound decisions to accomplish the school's objectives.

Whenever there is a positive educational environment, all involved parties participate in making decisions by becoming transformational leaders. Reflecting on an issue or circumstance enables them to think about it skeptically, permitting them to develop and implement a sequence of reasonable responses. Not everything will unfold as planned, but it is the commitment of school leaders to make the appropriate choices and make adjustments to obstacles.

Educational leaders must focus their attention on various aspects of leadership for their academic institutions to be viable. According to Leithwood and Day (2007), the measurement of strengthening an aspiration and establishing educational guidelines is responsible for the highest ratio of management influence on student consequences. School heads can rationalize devoting time and attention to developing relationships based on the school's vision.

Recognizing success factors that directly impacted your decision of becoming an educator is a foundational practice in maintaining excellence. Great teaching necessitates attractive outcomes and overhaul, starting with solid coursework that highlights the most interesting concepts. Pieces of training and observation of other teacher leaders can assist in cultivating correspondence to engage students in learning interrelations as well as interpretations of events for infractions.

Across outstanding teaching, the effective teacher has the opportunity to enhance the customs of the entire school. Even though expert teachers are founded on the charitable stimulus to help both students and colleagues, the teacher can program utilizes everyone without causing discontent. Because the effective teacher works tirelessly to advantage the school, he or she is not in competitive rivalry with coworkers or management.

Nobody can be certain. We do, however, know that there is demand on schools to keep up with the constant, lightning-fast changes taking place in our culture. When we have no means of predicting exactly how the future will be, it is challenging to educate pupils for it.

To ensure that pupils receive the support they require in this situation, educational leaders need a certain set of skills. The use of technology both within and outside of the classroom, as well as the rise in student success accountability, have significantly altered the educational landscape.

To reflect the abilities that children will need in the future, the curriculum must change. Future educational leaders will be familiar with the procedures and surroundings required for student success.

The expectations for students' literacy and numeracy proficiency are rising. Programs that promote in-depth and long-lasting learning must be implemented by educational leaders.

The variety of tools that are accessible and the means by which they can help teaching and learning must be known to educational leaders.

Future leaders will be able to bring about significant and long-lasting change if they have a compelling vision and a dedication to upholding high standards.

Future leaders and educators are aware that they need to learn something new every day in order to maintain their approaches current with the times.

understanding of effective staff assistance techniques. Future leaders will comprehend what the staff requires to successfully accomplish school and district goals.

Future school administrators will always put students' interests first and have a strong sense of social responsibility.

It's critical to assess new tools' efficiency and influence on student learning as they are implemented.

Future educational leaders will set an example for others by expanding their own toolkit.

School leaders will need to retain solid relationships with students, teachers, parents, and the community while they lead their schools through disruptive changes.

Although the future is an ever-changing target, one thing is certain: good school leaders exhibit boldness, concern, and tenacity. These characteristics will benefit our schools in every society and era.

Which one from your tool kit works the best? Your pliers? Tape measure? Handsaw?

That’s an absurd question and a more sensible one would be, “Which tool is ideal for a specific task or circumstance?” “What is the best teaching method?” is ridiculous in the same way.

In actuality, there is no "one size fits all" method of instruction.  As a teacher, you have to be adaptable enough to the academic abilities of your students'. Every year, a fresh group of students with various backgrounds and skills enroll in the course. This means that we have to select suitable methods and techniques that fit my learners’ needs.

Like carpenters, an effective teacher has to decide which techniques will best serve our current goal. According to the Faculty Center of University of Central Florida, there isn't a single teaching strategy that works well in every situation.

Lectures are a useful tool for teachers to assist students quickly learn words, fundamental information, and basic ideas. When it comes to conveying basic knowledge, lectures are comparable to other modalities but do not outperform them. (Bligh, 2000). Practical activities can be a potent tool for establishing the basis of emergent knowledge, however, according to Forbes, learners engaged in hands-on activities must manage multiple tasks at once, and they may forget crucial information. That is why National Academy of Sciences in their book How People Learn suggests that there is no universal, ideal method of instruction.

Now, what is left if there is no "best" teaching approach? The development of the educational sphere and society in general, with good cause, the concept of a student-centered approach has grown in acceptance. Students are involved in the design, implementation, and assessments in student-centered classrooms. The ownership is given to the learners by involving them in these decisions. Students get more engaged in their education and grow in their sense of accountability.

There are things that a teacher prefers to do in class and are comfortable doing, but the teacher has to look at the needs of the class and the individuals in the class. There is no one right method to do things because, on any given day, what works one time may not work the next. It all depends on the day, the activity, the learner and what's going on at that moment in time.

References:

National Research Council, How People Learn, p. 22

https://fctl.ucf.edu/teaching-resources/teaching-strategies/teaching-methods-overview/

https://www.baylor.edu/atl/index.php?id=965135

https://www.forbes.com/sites/nataliewexler/2021/01/25/why-hands-on-learning-isnt-always-the-best-approach/?sh=2d432beb3a1e

https://happynumbers.com/blog/list-of-teaching-methodologies-primary-school

The typical face-to-face education in the school is not permitted because of the COVID-19 outbreak. To give institutions alternatives based on the unique set of students in the school or region, many modes of education transmission have been established. This caused inconvenience and presented a new degree of difficulty, particularly for educators instructing learners in Edukasyong Pantahan at Pangkabuhayan (EPP). EPP is a substitute subject for Technical Livelihood Education (T.L.E.) offered at the elementary level. This subject emphasizes skills or application rather than theories.  Educators in today’s setting, need to consider potential strategies for assisting our learners in completing their duties utilizing locally produced goods, resources, and technology that is already present in communities.

It has four pillars that include concepts of entrepreneurship. At the end of the day, university education, business schooling, and career are the results of imparting EPP.  The government has made it clear that it would emphasize sporting events, art forms, society, research, and instruction. Effective teaching is recommended because TLE is a competitive discipline. A practical form of teaching is demonstration. The educator must emphasize and clarify the rules and regulations of the procedure for the demonstration to be fruitful. After an instructor has demonstrated a method, it is anticipated that students will have a chance to practice the technique or competence independently.

To endure in this society, we must equip ourselves with relevant expertise. EPP fosters the development of skill sets in the four pillars namely agri-fishery, home economics, industrial arts, and entrepreneurship. These will act as a stepping stones to a prosperous future and standard of living. Entrepreneurship will provide us with countless opportunities while using our business and data technologies (IT) expertise. This is a discipline we must study as we prepare to be contributing members of society. It gives us techniques that will let us navigate difficult waves and sustain the entire nation for all time.

It seeks to foster in learners analytical reasoning, self-reliance, flexibility, intercultural awareness, and entrepreneurial skills.  Along with cultivating a passion for the nation, it moreover strives to prepare students for the job environment. It promotes a culture of social consciousness regarding the need of having positive management and contribution to society. It is beneficial to consider emerging business concepts. Moreover, it is used in the development of information and skills beneficial while beginning a business. It enhances professional abilities in administration, marketing, branding, finance, and accounting. Other qualities like adaptability, good communication, business discipline, and optimism are also developed through teaching Edukasyon sa Pantahan at Pangkabuhayan.

The study of Edukasyong Pantahan at Pangkabuhayan (EPP) is a continuous method that starts in primary school and proceeds throughout all phases of education. Opportunities will be created, social fairness is upheld, self-esteem is fostered, as well as the economy is stimulated. There are various approaches to including entrepreneurship courses in the academic program.

It is strongly advised that students be given the independence to discover their passion through the process of instilling entrepreneurial skills in the classroom. Students can develop company concepts or goods that they believe others would be willing to purchase. Additionally, rules for managing learners and fostering a positive atmosphere for learning should be handed out to teachers.

Students in both primary and high school can acquire vital life lessons through entrepreneurship orientation that will benefit them outside of school. The benefits of entrepreneurship development extend beyond individuals who are joining the commerce, research, and technological professions. Students who study the arts, music, and humanities can expand their imaginations and use their capacity for critical thinking to solve practical challenges.

Courses that emphasize entrepreneurship educate children on essential life qualities that will aid them in navigating this bleak future. These abilities have included the ability to solve problems, collaborate effectively in a team, feel compassion, and tolerate defeat. There are fewer possibilities for pupils to develop and work with others as the common core has become increasingly prevalent in state education. They have an innate desire to change the environment for the better. Learners that take part in entrepreneurial courses learn how to design their ideal destiny.

Students and instructors from a variety of socioeconomic circumstances thrive from enterprise structure since it encourages individuals to cultivate special talents and generate ideas. Additionally, entrepreneurial programs give aspiring entrepreneurs the skills and competencies they need to establish their own companies and generate business concepts. Acquiring entrepreneurial spirit has an edge over acquiring more conventional disciplines because the latter is not exclusively applicable to different jobs.

Students that participate in entrepreneurship training learn how to recognize their strengths and gifts and how to develop them. Since they are pressured to memorize equations, background, or the humanities, several students drift away from their areas of strength. Risk-taking and perseverance are qualities that are fostered through entrepreneurial programs. Due to this, it is advantageous for pupils when they are placed in a real-world scenario. Edukasyong Pantahan at Pangkabuhayan is a gateway to the training arena designed for the preparation of real-time challenges and opportunities. Every second of studying this subject is all worth it.

Students who study entrepreneurship have several opportunities to develop their critical thinking and board-analysis skills. Education in entrepreneurship has advantages for the community as well as for the individual student. Entrepreneurs must identify issues that require attention, find a resolution, and eventually enhance the world's conditions.

Due to the strict assessment and requirements that afflict our educational system, there are fewer opportunities for learners to develop, work together, and show their skills in practical settings. earners that study Edukasyong Pantahanan at Pangkabuhayan must be inventive, imaginative, and team players. The emotional advantages of learning entrepreneurship and home economics, on the other hand, extend far beyond the sphere of business and can result in a life that is considerably more affluent.

At least four years of Edukasyong Pantahan at Pangkabuhayan education in school would be extremely advantageous to society. In today's day and age, it is essential to have the skills to run a household, including cooking. Teaching domestic skills and using scientific methods for activities like cuisine and maintenance is crucial.

Numerous analysts say that if individuals were educated on how to handle their finances, the current status of thousands of residences would be greatly enhanced. These important subjects are no longer offered throughout many institutions because the majority of higher education institutions no longer provide home economics courses. The majority of educators concur that high school students ought to be taught financial planning, but many of them feel inadequate because they've never completed a course in it. The most recent findings in food security and nutrition security can be taught in home economics lessons.

The learners can then use this information in their daily life with the assistance of a home economics instructor. Learners can understand how to maintain a healthy balance between eating properly and not breaking the bank on shopping in a home economics program. Students will discover how to use contemporary kitchen tools in this course. Even women with college degrees presently believe they should have a stronger understanding of fundamental culinary skills as a survival strategy during the present economy. Everyone needs clothing, even though most individuals no longer knit their garments.

Over 14 million Filipinos speak English, which has traditionally been considered to be the nation's formal language. It serves as the major medium of teaching in educational institutions and the vernacular of trade and law. Because of the commonly accessible, reasonably priced, and high-quality English as a Second Language (ESL) courses, the number of overseas students studying English is also increasing.

The Philippines will benefit from potential in the tourism sector if English instruction is improved. We must overcome the shortage of ESL teachers who are certified and the problems with ensuring the standards of ESL institutions if we hope to keep the Philippines competitive as a top ESL choice. The Department of Education emphasizes students' demands and assures they acquire the English language in its entirety. Disparities in English teaching and learning have been noted in the Philippines by the corporate sector and multilateral agencies.

Filipinos have fought for a very a great many years to be independent of our conquerors. Even getting our distinct primary language took longer than expected. The fact that we speak our own vernacular proves that we are a fully independent country. We can not help but lose sight of the value we place on our language as time goes on and our surrounding countries grow. A writer should write in the English language if he desires the large majority of readers from other cultures to comprehend his work. Its range expands and its lifespan lengthens as much as there are people who speak the language. The English language and the Filipino language are both valued equally in our nation.

The values, traditions, and customs of the Filipino people can be promoted and taught through English. It must be employed as an instrument in the education of children's minds to help them see the value and possibilities of the official language.

Despite its advantages, the Alliance of Concerned Teachers (ACT) warned on Tuesday that using English as the primary instructional language could significantly impair the standard of the Philippine education system. Vladimir Quetua, head of the Alliance of Concerned Teachers in the Philippines, argues English as a mode of teaching should be thoroughly investigated so that more Filipinos can become internationally competitive. He asserts that the goal of what they refer to as global competitiveness is to market Filipinos to other nations rather than to spur national development.

Understanding English enhances your likelihood of landing a decent position in a global corporation in your home country or searching for employment internationally. Learning English is essential for socializing, enjoyment, and employment because it is the language of global information dissemination, the media, and the online world.

The best movies, literature, and songs in the entire globe are frequently released and created in English. You can explore a huge variety of media and have a better knowledge of cultures by studying English. You will have access to a wealth of web pages that you could not elsewhere have if you can read English.

For those whose mother tongue is not English, the English language is extremely significant. They have a plethora of choices because of the English language. They pick up the English language in preparation for studying or working abroad. The majority of learners who speak English as a second language come from nations and areas where it isn't their mother tongue.

The largest number of schools, institutions, and university offers instruction in English. To comprehend the literature, seminars, and tasks, you must first become fluent in English. The language that is mastered most widely around the world is English. For individuals who desire to pursue further education abroad, it is crucial. In 53 nations, English is the official language, and 400 million individuals worldwide speak it as their primary vernacular. The British Council estimates that by the year 2020, nearly two billion individuals will be learning English worldwide. You will be able to communicate online with much more individuals and access a wider variety of resources if you can communicate in English.  As to studies, acquiring a second language enlarges and diversifies the intellect. Hence, there is a high demand for English teachers across the globe. The ability to speak two languages helps with cognition and focus and helps the brain survive and thrive and be powerful into old age. It enhances personality and raises the feeling of value in oneself.

English is regarded being one of the vital issues that learners can take in school. The English subject is frequently divided into two major topics, which can help a student improve his or her English skills. These two subjects are English Literature and English Language.

English is an Official Language, which means this is the most widely spoken language. ELF is the use of English as a common language for people who have various first languages. Learning English may help us gain a better understanding of our native language and certain other languages people know. English is the most widely used language in the press; more news organizations and books are published in English as opposed to any other language. If you have an excellent understanding of English and travel around the world, it will be easier for you. It’s also easier to obtain assistance and assistance in English. Students who are deeply involved and eager to learn will progress the most. Teachers should learn about their student's interests, needs, and goals and plan lessons around them. They should assist students in understanding how the teachings relate to their personal goals and how to accomplish them.

To be a truly effective English teacher, you should always teach your students how to learn. We do this in a variety of ways, from teaching individuals study skills to assisting them in developing their grammar and vocabulary to ensuring they understand the exam content and different project types.

Teachers can benefit from Select English's superb Continuing Professional Development program. In addition to the training, people provide in-house, we encourage our faculty members to attend courses and workshops days. Our teachers prefer to work as a cohesive unit, supporting one another, sharing ideas, and learning from one another. Select English provides a great Continuous Professional Development program for teachers. We stimulate our teachers to accompany courses and workshops days in addition to the training researchers provide in-house. Our teachers liked interacting as a cohesive team, supporting one another, sharing ideas, and learning from one another.

Extracurricular activities for teachers may include traveling, being involved in sports, and being part of planned conferences. Technology is also an important part of education nowadays, however since half of something like the internet is in English, understanding it would be beneficial. The full quote will provide a brief history of where and how English emerged to the spotlight and why it remains so prominent today.

English is the world's most widely spoken language, with approximately 190 economies speaking it. One of the primary reasons for this is the fact that it is the world's easiest language to learn. It lacks gender and word agreement, and its grammar is arguably simple in comparison to other translations. English-speaking countries created movies, music, and sports, all of which must be tried to explain in English. Half of the online platform is in English, and many of the world's leading technology companies are also based in English.

Due to its use in information dissemination, English has almost become a prerequisite to work for any giant corporation. Since English has grown into such a crucial language to learn, there is a growing demand for teachers who can speak it in other nations. The Diploma of English Linguistic Instruction to Adults, or CELTA, is a credential that every instructor should have on their resume. The greatest way to improve your teaching resume is to obtain a CELTA qualification, which will greatly improve your chances of finding work as an English instructor. They have a massive advantage over many other lecturers who struggle to speak English because they have English in their toolkits. Teaching students how to use the internet in English can be incredibly gratifying because English is the language of something like the internet and there are undoubtedly billions of English speakers. You could also teach English online, which might pave the way for a lucrative career with a high degree of job stability. Browse all of our teaching courses or look at our English teaching courses.

There are options to offer English as a spoken second without either a teacher or English credential if you have a natural English speaker. Although it undoubtedly helps, having an ESL teaching certification is not a requirement. A master's degree in teaching can open up new professional choices, greater salaries, and better job prospects. For many people, instructing ESL entails working in a primary or middle school classroom. However, there are numerous teaching options available for ESL instructors. Private tutoring engagements may be a fantastic opportunity to supplement your income and give back to your community.

Both you and the students you teach will benefit from a career as an ESL teacher. You have the chance and the duty to give your pupils the fundamental linguistic skills they use for a successful world as an ESL instructor.

Their progress toward college, a profession, and the American desire may very well be facilitated by that the English capabilities they acquire. The damage that climate change is causing to our globe should be enough to worry anyone. But even if you do experience anxiety, you don't have to feel helpless or alone. The most effective method to affect societal change, support your community, and develop your potential is to get active in climate action. We're here to assist because getting started can be somewhat frightening.

There is no ignoring the devastation caused by climate change to our planet. The most effective method to affect societal change, support your community, and develop your potential is to get active in climate action. We're here to assist because getting started can be a bit frightening.

A teacher of English as a secondary word (ESL) aids learners of other languages in becoming fluent in the language. They assist their students in overcoming the communication problem and take on the role of cultural mentors. Being an ESL instructor has several advantages, both internally and outside. This is a credible alternative for both the teacher and the student for several reasons.

To assist non-native speakers in assimilating into an English-speaking society, ESL teachers are required. Teaching English to people who speak other languages (TESOL) certified native English speakers are in high demand. English as a third word is now a pre-requisite at colleges all around the world as they help their students get ready for the future and success. It is impossible to exaggerate the value of education English in as a secondary tongue.

By bridging the language barrier, you may give those who want to interact with the rest of the world new opportunities. You must: work as an ESL teacher. Choose one of the ESL bachelor's degree programs offered in your area, then finish the four-year course of study. passing the test required by your state for teacher licensure with an International certificate. Get a teaching license by applying. There are options to teach English as a second language without a teaching or ESL degree if you are a natural English speaker. Although it undoubtedly helps, having an ESL teaching certification is not a must.

A master's in teaching can open up new professional choices, greater salaries, and improved employment prospects. Teaching adults and kids how to pronounce, understand, and write English can be a part of an ESL teacher's job description. It may also refer to training ESL instructors. More than a million foreign students are enrolled in American universities. Many of these children require either ESL instruction or individualized tutoring. You'll discover that working as an ESL teacher is gratifying for each of you and your students.

You have quite a direct obligation as an ESL instructor to give your pupils the fundamental linguistic skills they require for a brighter future. Their progress toward college, a profession, and the American ideal may very well be facilitated by the English skills children acquire. It is critical to consider and support the lives and traditions of others.

Teach adults and students how to hear, interpret, and express English as part of your role as an ESL trainer. Educating instructors on how to provide ESL lessons is another option. The number of foreign students attending American universities exceeds one million. One-on-one tutoring or ESL lessons are needed by many of these kids. English teaching is a wonderful career choice for both of you and your children, as you'll discover.

Providing your pupils with the fundamental language skills they require for a prosperous society is your direct obligation as an ESL instructor. A profession, education, and the American lifestyle may all be made possible for them as a result of the English capacities they gain. Consider and support the life and cultures of other individuals as important.

Lyons emphasizes the importance of English in global communication by saying that foreign pupils will have to connect with locals. To achieve their aims without compromising their values and culture, individuals must find a means to alter their conduct enough.

The fact that students in the Philippines must study the majority of their studies in a second language, according to some educators, is to blame for the pupils' low performance. Do you believe there is a sufficient supply of resources, including textbooks and other educational materials, as well as tools for both students and teachers? Are you certain that all topics will be taught in Filipino by the teachers? Can non-Filipino speakers adapt to the shift, how about them? What would Filipino students think if English continued to be an international language? Is society in the Philippines prepared to eliminate immigrants who could only converse with Filipinos in English?

All employees in the Philippines' government should be required to speak Filipino as their native tongue. Include it in the training courses for staff advancement in each office's official correspondence and communication programs. Filipino and English are designated as the official Philippine languages used for communication and teaching in the Constitution, which was approved by the people on.

Has requested that all departments and government entities increase the usage of Filipino across their current workplace. An earlier Executive Order directed the Museum of Philippine Literature "to create and carry out programs and initiatives," which was in direct conflict with this invitation.

The majority of subjects are built on English. By taking an English lesson seriously and focusing on reading, writing, and grammar, a student can benefit greatly. Speaking in the presence of a school while using poor language is the ultimate source of embarrassment. Knowing English fluently demonstrates your intelligence and ability to communicate.

Classes in English serve as stepping stones to something like a lifetime of benefits. Students must be learned and then have strong communication skills to establish successful work and avoid becoming stuck in a dead-end job. The basics that were covered in the English course will assist the student to create a stellar resume that every company will want to read.

The Educational Approach for English places a strong focus on vocabulary growth as well as spelling, vocabulary, and grammar. "Widespread reading across both fiction as well as quasi" is advised for all kids. The introduction's discussion of language and literacy also emphasizes the importance of reading for pleasure. English language proficiency is a must for success in every area of study.

You may start speaking English after just one class with a one-on-one English coach. Additionally, you'll want someone who can help you by providing resources and daily improvement advice. It is impossible to deny the value of learning the English language, and every person has their motivations for doing so. Anyone will begin speaking English in your first class if you have a one-on-one English coach. Additionally, someone will be available to provide you with resources and daily improvement advice. Carol Taylor is an English tutor who holds degrees in both history and TEFL. After just supervised classification, she was able to assist more than 50 pupils in achieving their targeted TOEFL scores.

Schools opened their gates for the implementation of the progressive expanded face-toface and teachers identified the learning gaps from school closures and disruptions of Covid-19 pandemic. To address these, the Department of Education includes in its recovery plan the learning remediation and acceleration of learning through effective reading interventions suitable to the assessed difficulties of the learners. DepED officials also investigate appropriate measures such as expanding of school calendar, school learning time, home visitations, teachers’ professional development programs, health and welfare. All of these are meant to catch up and fill the learning gaps.

One of the learning gaps caused by school closures is the reading abilities of learners. Modules according to the journal of Tingson & Aquino (2021), do not teach sounds, someone capable should sound it to a child. In teaching reading the modular way, there is a need to pronounce the words by someone in person. Modules alone would not help the child learn to read. Another thing that exacerbates the decreasing abilities of learners in time of pandemic is their learning facilitators. In 2020, instead of 460 million children experiencing reading difficulties, the number jumped to 584 million.

Reading interventions and innovative techniques must be tailored fit to the learners to mitigate the challenges posed by the pandemic to education. From extensive readings, the author chanced upon some reading interventions that build or improve the foundational reading skills such as phonological and phonemic awareness, phonics and decoding, fluency, and print concepts. From the Read Naturally Programs, the following approaches are deemed effective reading interventions:

Teacher Modeling: In this approach, an independent reader (also the tutor) in the class adopts his/her classmates who struggles in reading who will be called “tutee”. The tutor then reads orally or either thru recorded reading while the tutee listens. The tutor teachers the tutee the proper pronunciation, diction and phrasing. If recorded reading, the tutor must have the reading checked by the adviser. From previous interventions, we call approach as “Reading Buddies” or “PBB (Paired to Big Brother)”.

Repeated Reading: This program is a proven approach to improve readaing skills. As the saying goes “Practice makes perfect”. An assigned reader will read the story repeatedly while the teacher or an independent one checks if the reader masters the pronunciation, until he familiarizes himself to the words and read with accuracy, comprehension and confidence. Repetitive reading helps develop the reading skills of the reader. To make it an innovation worth benchmarking, this approach can be called R 3 or Triple R – Read, Repeat and Remember!

Progress Monitoring: This technique is similar to use of Reading Level Charts displayed in Reading corners in the classrooms where learners can monitor or track the progress of their reading performances. The development of the reading skills should be reflected by either increasing in step numbers or by a pictograph using symbols like animals racing. It can be coined as “Reading Journey of the learners”. The abovementioned interventions are proven effective and as creative teachers, modifications can be made either in its application or in display at reading corners.

EXECUTIVE SUMMARY

Science 7 S.A.R.F. for the first quarter of the academic year 2021-2022 is 17 out of 441 (3.85%), science 8 is 78 out of 520 (15%), science 9 is 90 out of 472 (19.07%), and science 10 is 73 out of 427 (13.87%). This keeps growing for grades 7, 8, and 10. Science 7 S.A.R.F. is 27 out of 441 (6.12%), science 8 is 79 out of 520 (15.19%), science 9 is 81 out of 472 (17.16%), and science 10 is 88 out of 427 (14.78%). Third quarter S.A.R.F. grows for grade 9 only, 88 out of 472 (18.64%). Though 7th grade is 0%, 8th grade is 1.7%, and 10th grade is 10.7%, the goal is to come as near to 0% as possible. The gathered data was used to create an intervention program for failing students (S.A.R.F.). The goal is to reduce grade 7-10 S.A.R.F. The proponents wanted to lower the number of distance learners who fail science in the fourth quarter. This is possible through interventions and remediation which help students go on to the next grade.

Learners find technology more fascinating and motivating, it is increasingly being used in remedial education to assist students who struggle in traditional classrooms succeed. Students benefit from instructional innovations that present material in entertaining ways. They will be more engaged in science classes with these innovative tools. They learn and remember more when actively participating in the lesson. Actively engaged students are more likely to persist and find joy in finishing the work. This intervention reduces the number of 7-10th graders at risk of failing science. It will motivate students to participate in online science 7-10 classes and do their best work.

Innovative teaching is needed now and, in the future, to help students reach their potential. Educators must be innovators to suit the needs of today's and tomorrow's pupils. The results of this innovation will be used to create new SARF designs and updated interactive learning materials. Teachers are now creating interactive e-remedial learning materials for the first, second, and third quarters. This effort will likely succeed since teachers are so dedicated. They're willing to make extra effort and resources for needy students. We need teachers who can adapt to the changing teaching approaches.

Abstract: The study determined the profile of the respondents in terms of their gender, area of specialization and subject handled. It also determined the preparedness of the BTVTEd Pre-Service Teachers based on the Philippine Professional Standards for Teachers seven domains: (1) content knowledge and pedagogy, (2) learning environment, (3) diversity of learners, (4) curriculum and planning, (5) assessment and reporting, (6) community and professional engagement, and (7) personal growth and professional development. Identifies the significant relationship of the respondent’s profile to the preparedness of the BTVTEd Pre-Service Teachers based on PPST and proposed competency program for the further improvement of the BTVTEd program. Quantitative descriptive correlational design is used in this research studies that aim to present static images of situations and establish the relationship between different components. The respondents of the study were from the five (5) State Universities and Colleges in the Bicol Region, 76 Camarines Sur Polytechnic Colleges, 19 Bicol State College of Applied Sciences and Technology, 24 Sorsogon State University, 55 Bicol University - College of Industrial Technology, and 43 Camarines Norte State College who offered BTVTEd program. Based on the result of the study most of the BTVTEd Pre-Service Teachers are always prepared for the Philippine Professional Standards for Teachers however there are domains and strands that needs for further trainings and interventions. A competency program for further enhancement of the BTVTEd program may be helpful to enhance the preparedness among the BTVTED Pre-Service Teachers of five (5) State Universities and Colleges in the Bicol Region.

Keywords: Pre-Service Teachers, Preparedness for the PPST, Competency Program

Introduction

In the world, one in six adults is illiterate. Ninety-nine percent of the 600 million women and 300 million men who are still illiterate are in developing nations. One in five youngsters between the ages of six and eleven (115 million) do not attend school. One in four students who enroll in school leave before finishing five years of basic education even though studies demonstrate that adults with fewer than five to six years of schooling continue to be functionally illiterate and innumerate.  Additionally, the quality of basic, secondary, and tertiary education is rarely adequate to the levels demanded by the emerging global economy throughout the developing countries. Why is education a global issue if so, much of it occurs locally and the developing world is where most of the problems are concentrated? The development of democratic society depends on education because it gives people "human capabilities," or, in the words of economist Amartya Sen, "the basic and individual power to reflect, make decisions, and steer towards a better life," one could argue that education is a sort of universal right even from a moral perspective. The new global economy's knowledge-intensive nature necessitates a significant improvement in every nation's educational effort, from primary to higher education, and even to lifelong learning and competency accreditation. In the years to come, it can anticipate even greater inequities between countries if that does not occur in a significant number of them.

It is impossible to gauge the importance of a teacher in a student's life. It provides countless opportunities for all students to get help and encouragement to realize their full potential in the subjects and occupations they select, but for this to happen, teachers need to be informed and well-prepared. The pre-service teachers oversee the preparation of students for life as teachers and leaders in the real teaching environment. Pre-service teachers need a strong foundation to compete on a global and national scale. To generate trained educators, more curriculum and learning opportunities are required. Practice teaching is one of the difficult learning tasks that new instructors must complete. Practice teaching, which helps student teachers become certified educators, is the most crucial element of the teacher education curriculum for it to gives them the self-assurance and readiness to face the challenges of teaching. They can apply and impart the knowledge they acquired throughout their teacher training courses and at school. They will apply all they have learned about their line of work and subject matter.  

According to CMO 56 s. 2007, a four-year bachelor’s degree in teacher preparation like Bachelor in Technical-Vocational Teacher Education (BTVTEd) program, seeks to provide future teachers with necessary and pertinent technical and vocational teaching competencies. Additionally, it aims to create passionate and highly trained teachers in the fields of technology and livelihood education. The program also aims to provide future TLE teachers from grades 9 through 10, Tech-Voc Livelihood Track teachers for senior high schools, TVET Trainers/Instructors, and faculty members for higher education institutions with the knowledge, skills, attitudes, values, and experiences they will need to be effective teachers.

The researcher has spent the last seven years handling Bachelor of Technical-Vocational Teacher Education (BTVTEd) major in Food and Service Management and professional subjects. Being a BTVTEd educator, it is my goal to prepare future educators for Technical-Vocational Education and Training by giving the students both hands-on experience in the classroom and a strong theoretical grounding in both teaching and technology, and to produce graduates with technical teaching competences for positions in secondary and post-secondary schools and training facilities across the nation. That is why being a BTVTEd Educator is a big role in the life of the future teachers, it is a must to undergo a lot of extensive trainings and, seminars, and pursue professional development. The process of learning never ends. Being a BTVTEd educator does not start receiving a degree and end in the beginning to teach the course. Career-minded people can continuously advance their abilities and get better at their employment by continuing their education. It is crucial for school administrators to encourage teachers to pursue professional development to improve not just the learning results for their students but also their own effectiveness and job satisfaction. Teachers can return to the classroom and modify their lecture styles and curricula to better meet the requirements of their students when they learn new teaching tactics through professional development.

Methods

The investigation used a quantitative descriptive correlational design. Descriptive correlational design is used in research studies that aim to present static images of situations and establish the relationship between different components (McBurney & White, 2009). In a correlational study, the relationship between two factors, such as profile and preparedness of pre-service teachers is investigate Thus, descriptive correlational design was employed in determining the relationship of the profile and preparedness of BTVTEd Pre-Service Teachers of five (5) SUCs in the Bicol Region. A rating scale questionnaire was the main mode of data gathering for this study. The questionnaires include profile of the pre-service teachers, and the preparedness for the Philippine Professional Standards for Teachers on the seven (7) domains and strands.

The study was conducted in Bicol Region, specifically in Nabua, Camarines Sur. Nabua, also known as the Municipality of Nabua (Banwan ka Nabua in Rinconada Bikol and Bayan ng Nabua in Tagalog), is a first-class municipality in the Philippine province of Camarines Sur. There are 86,490 people living there, according to the 2020 census.

The subjects were chosen by the researcher via purposeful sampling, which may subjective, judgmental, or selective sampling. This sampling technique allowed the researcher to choose individuals from the population at random to participate in the study (Homes, 2006).

The study was conducted in different SUCs in the Bicol Region that grant BTVTEd degrees, including 76 BTVTEd Pre-Service Teachers of Camarines Sur Polytechnic Colleges, 19 BTVTEd Pre-Service Teachers of Bicol State College of Applied Sciences and Technology, 24 BTVTEd Pre-Service Teachers of Sorsogon State University, 43 BTVTEd Pre-Service Teachers of Bicol University - College of Industrial Technology, and 55 BTVTEd Pre-Service Teachers of Camarines Norte State College. They were chosen on purpose since the BTVTED program is the subject of the researcher's study and because they were qualified to respond about their practical teaching experiences during the school years 2021–2022. The sample size was calculated using Slovin's Formula with a 5% margin of error. The computed sample size was 217 because the population size was 474.

Result

BTVTEd Pre-Service Teachers were dominated by females rather than male from the five (5) State Universities and Colleges of the Bicol Region. BTVTEd Pre-Service Teachers major in Food and Service Management recorded the highest percentage in specialization while Technology and Livelihood Education is the most handled subjects of the BTVTEd Pre-Service Teachers.

Preparedness on content knowledge and pedagogy, has an overall weighted mean of 3.50 and is verbally interpreted as "always prepared." Learning environment domain, has an overall weighted mean of 3.61 and is verbally interpreted as "always prepared." Diversity of learners domain, has an overall weighted mean of 3.49 with a verbal interpretation of somewhat prepared. Curriculum and planning domain, has an overall weighted mean of 3.55 with a verbal interpretation of “always prepared”. Assessment and reporting domain has an overall weighted mean of 3.55 with a verbal interpretation of always prepared. Community linkages and professional engagement domain, has an overall weighted mean of 3.53 with a verbal interpretation of always prepared. Professional growth and professional development domain has an overall weighted mean of 3.57 with averbal interpretation of “always prepared”. The respondents consistently grasp the value of professional reflection and learning for advancing the field and have achieved their professional development objectives in accordance with the Philippine Professional Standards for Teachers.

There is a significant relationship between the profile and the preparedness of pre-service teachers for the Philippine Professional Standards for Teachers in terms of gender. There is a significant relationship between the profile and the preparedness of pre-service teachers for Philippine Professional Standards for Teachers.  Therefore, area of specialization is one of the variables that can affect the preparedness of pre-service teachers for the Philippine Professional Standards for Teachers. It is because the respondents mostly handled Technology and Livelihood Education. there is no significant relationship between the profile and the preparedness of pre-service teachers for Philippine Professional Standards for Teachers.  Therefore, subject handled cannot affect the preparedness of pre-service teachers for Philippine Professional Standards for Teachers.

The basis of the proposed competency program was derived from the result of the preparedness of Bachelor of Technical-Vocational Pre-Service Teachers of the Philippine Professional Standards for Teachers’ lowest frequency, specifically under the following domains with an impression of Somewhat Prepared. Domain 1 – Content Knowledge and Pedagogy, under strand content knowledge and its application within and across curriculum areas, research-based knowledge and principles of teaching and learning, and strategies for promoting literacy and numeracy. Pre-service teachers’ preparation in these mentioned strands are their lowest point. Intervention and training needed for this strand, to prepare them specifically under the content knowledge and pedagogy. Suggested activity for intervention is to utilize understanding of material both within and across areas of instruction in the curriculum, to utilize research-based understanding and concepts of teaching and training in improving the way professionals work and to utilize a variety of instructional methods to improve student learning success in reading and numeracy skills.

Discussion

The BTVTEd Pre-Service Teachers in the five (5) State Universities and Colleges in the Bicol Region were mostly female enrollees and Food Service Management were the most of them. Most of the subjects assigned to them were aligned to their specialization though there are subjects assigned that are not their area of specialization. Most of the BTVTEd Pre-Service Teachers were “Always Prepared” for the Philippine Professional Standards for Teachers however there were domains and strands that needed for further training and interventions. Gender and area of specialization has a significant relationship to the preparedness for the Philippine Professional Standards for Teachers while subject handled has no significant relationship. There are four (4) domains where Pre-Service Teachers identified as “Somewhat Prepared” and a basis of the researcher for intervention in a proposed competency program for further enhancement of the BTVTEd program.

The pressures on teachers to meet the unique requirements of each student have increased, making teaching more difficult. Teachers are under strain as we observe a wider range of children's strengths and demands each year. It can be difficult to balance the need with the pressure to comprehend and support them so they can learn as best they can. With constantly shifting duties and a wide range of student demands, it can be difficult for teachers to keep up without being burned out. Hence, learning can be easily acquired by learners when it is imparted by teachers who are 100 percent prepared for the changes. So, people in charge of education are more interested than ever in coming up with new ways to teach students.

Learning communities will require more space to thrive if we are to reimagine education in a way that places learners at the center of the process and accords equal importance to all learning contexts. This is not at all in conflict with traditional education but rather works in tandem with it.

Learning does not only take place during pre-planned periods of time. It also doesn't happen only in particular areas. In reality, there is more value than ever in the vast diversity of learning settings, whether they are found in the formal system of education or outside of it, in the surrounding community, workplace, civilized society, or nature, to fulfill the necessities of learners.

As schools strive to increase student outcomes, the holistic education concept—the theory of educating the whole person beyond fundamental academics—is gaining traction in learning institutions. Many organizations are becoming aware that children require more from their education than simply a solid grounding in the fundamental subjects. They also deserve community assistance and the opportunity to grow in their capacity for compassion for others.

Creating specific techniques is less important in holistic and inclusive education than challenging preconceptions about how to conduct the learning process. Greater thought is needed, and less emphasis should be placed on the repetitive memorization of facts and procedures since a holistic and inclusive education encourages students to consider how their actions affect other people and the world beyond them.

Students gained a variety of skills necessary for both the workforce and higher education while tackling these real-world problems. Most significantly, students develop their ability to ponder and carefully think about challenges. Holistic education enables teachers to put the abilities that students learn in the context of the real world, and those skills can be applied and employed in a variety of situations.

But it's still obvious that there is more to learn about holistic education. The foundations of this new educational philosophy are being incorporated into new approaches that are now being adopted. Holistic and inclusive education may have a lot to offer because it places a strong emphasis on well-being, critical reasoning, and coming up with solutions to societal problems, even though other schools of thought are still more prevalent in the educational field.

Overall, a holistic and inclusive approach to education expands children's perspectives. The students benefit from increased social awareness, a sense of duty, and self-assurance. It makes the learners excel at problem-solving and encourages them to acquire a strong ability to think critically. Learners who are able to engage and communicate effectively develop their particular identities, local and cross-cultural relationships, and productivity over time, which benefits their overall well-being, efficiency, and perspective.

How the technologies help 21st century learners especially in the strand which is STEM? Well, nowadays, technologies are everywhere but before we explain, we had traditional of teaching and there’s no strands or senior high school and limited in technologies, which is the traditional method of teaching that is a teacher-centric method that promotes the supremacy of the teacher within the classroom setup. Here teachers followed the drill and rote method of memorization. We had deductive method, in this method, teachers and learners learn through repetition and memorization, it is a passive but still effective and conducive for learners.

But now in 21st century, the curriculum of education is changing which is having a senior high school, one of this is STEM. We’re here to explain the acronym to you and why it’s becoming one of the most talked-about subject areas in higher education.
STEM stands for science, technology, engineering and mathematics and refers to any subjects that fall under these four disciplines. The acronym originates from discussions about the lack of qualified graduates to work in high-tech jobs in the US. Since its creation, governments and universities around the world have made attracting students to STEM courses a priority, in order to address this shortfall. In some cases, it’s also easier to immigrate to another country if you studied a STEM subject at degree level and are looking for work in that field since we are in 21st century that more on technologies.
        We go to the first is Science which is the systematized body of knowledge and study of the structure and behavior of the physical and natural world through observation, experimentation, and the testing of theories against the evidence obtained. How Science is related to technologies and how technologies helps the Teachers and Learners to study or to learn, to upgrade more about Science? Well, in Science, we have scientific method which is a systematic process that we can collect more data, and technologies is a tools that we can apply science to create devices or tools that can solve that process or to do tasks. Technology is literally the application of science or we called it “Applied Science”. So, as a Teachers and Learners, we all need these because to learn more and upgrade and can discover more about in environment like living or non-living things, everything in the world.

Second is, Technology which is tools or a product that it can use of scientific knowledge which is science to solve practical problems, especially in industry and commerce, the specific methods, materials, and devices used to solve practical problems. So that Science and Technology is related or twin by doing tasks or solving a problem or even doing in everyday lives.

Third is, Engineering is the use of scientific principles to design and build machines, structures, and other items, including bridges, tunnels, roads, vehicles, and buildings. Engineering is the application of science and math to solve problems. While scientists and inventors come up with innovations, it is engineers who apply these discoveries to the real world. How does engineering improve technology? Engineers are at the forefront of technological advancement, designing new machines and algorithms to help tackle societal problems. Technology is being used to combat climate change, improve our quality of life and bring people closer together.

Fourth is, Mathematics is the science that deals with the logic of shape, quantity and arrangement. Math is all around us, in everything we do. Mathematics and technology is also related by using devices which we use to compute or knowing quantities. And we all know that Mathematics we learn since primary, secondary, college and everyday lives.

How does Science, Technology, Engineering and Mathematics work together by Mathematicians employ reasoning and analysis to explore relationships among abstractions. Scientists use methods of inquiry when observing the natural world and building explanatory structures.

It helps them to become better at research and critical thinking. Technology prepares young people to work in an environment full of high-tech innovations. Engineering allows students to enhance problem-solving skills and apply knowledge in new projects. And Mathematics which is part of science that connected to technology that it can use as a tools to do tasks and solve problem that we do in everyday lives. So, all of them are connected to each other and application in every jobs nowadays because more on technology-based. So, embrace it and accept the changing in this 21st century and more discoveries in the future generation.

As instructors adjust to the COVID-19 epidemic, it is critical to document excellent practices through action research writing. Prudente and Aguja (2018) investigated the variables in the conduct of action research among District IV teachers in Manila using the PARQ. The qualitative AR analysis was included in the needs assessment analysis. The 76 instructors who responded utilized the data to design capacity initiatives. The district coordinators worked together to plan, develop, and implement the capacity program. The data reveals that most participants in capacity building (74%) are female, including ordinary instructors with 0–4 years of experience. The statistics on involvement in such training tend to decline with age. The 20 years above are primarily Teacher IIIs. Seventy percent of responders haven't done action research. With regards to the mindset and methods involved in action research, 50% of participants agree with the premise. Participants' requirements in terms of knowledge of action research, technical and financial assistance, simplicity of ethical norms, time management, and motivation are assessed. The program's strength is the resource speaker's content relevancy, knowledge acquisition, and timeliness. Their mean rating per conversation and aggregate rating are virtually superb. The technical working committee and the program itself received the same value. An action research proposal requires follow-up attendants to execute and write it. The data also suggests that master teachers are in the minority of attendees; therefore, the capacity program should focus on their population. Administrators can find areas for improvement when teachers share useful classroom experiences. This will also help school research coordinators identify gaps in previous webinars, such as the issues action research writers encounter and perceived writing biases and practices. This will eventually lead to teachers serving as researchers, mentoring their colleagues, and creating a culture of research in their schools, reflecting improvement and best practices in critical areas of education.

Key Words: action research proposal, capacity building for teachers, PARQ, District IV of Manila, quirkos

I. CONTEXT AND RATIONALE

         Participatory Action Research (PAR) is another name for action research. A community-based study, cooperative inquiry, action science, and action learning are all examples of research methods. It is a frequent method for improving conditions and processes (Whitehead et al., 2003; Lingard et al., 2008). The goal of action research is to effect change in specific circumstances. Parking a vehicle (2009) It brings together experts from many fields to improve the working environment. The objective is to do this through attentive observation and conversation, as well as informal evaluations and judgments. Action research's strength comes from producing answers to real problems by including them in research, development, and implementation activities (Meyer, 2000). In the realm of education, action research is critical. The study's findings may help enhance the educational system.

The Department of Education (DepEd) continues to promote and improve the research culture in the Basic Education Management Guidelines (RMG), as well as to give direction in managing research programs at the national, regional, school division, and school level (DepEd order no. 16 s. 2017). The DEP order No. 43-S of 2015 already specifies sample templates. Teachers are encouraged to perform action research associated with the Basic Education Learning Continuity Plan as part of the DepEd's goal to further develop and improve the culture of research in basic education (BELCPs). The themes for action research projects under Department of Education Directive No. 39: 2016 are as follows:

· Teaching and Learning

· Child Protection

· Human Resource Development

· Governance is concerned with administration and stakeholder involvement.

· Gender and Development

· Inclusive Education

· Disaster Risk Reduction and Management (DRRM)

Schools are asked to screen the research to ensure that it is of high quality and meets the criteria of the school institutional review committee and the school’s division research committee. Conducting research in any discipline is difficult in this time of pandemic. Because of the COVID-19 epidemic, schools are closed. It created a quandary in the public and private sectors of educational institutions, impacting teaching and learning in general. A learning continuity strategy is developed by schools (LCP). Problems arise as a result of development and implementation. These demand prompt responses and extensive investigations, which are best served by action research.

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The changes that the K-12 curriculum has brought to our educational system are evident, especially for students who have great difficulty understanding scientific concepts. Teachers are constantly confronted with a wide range of problems for which they must devise solutions and alternatives. and improves scientific reasoning. The traditional method of discussing science concepts with the integration of demonstration skills is not enough to suffice the needs of the students when it comes to science process skills. Difficulties are arising when teachers jump to a new quarter in which students need to study another field of science. The reformation or reconstruction done in our present K-12 curriculum requires some tools for the teachers to attain their learning objectives. The K-12 curriculum implementation has institutionalized a curricular framework anchored on a spiral progression, and this calls for a new perspective in the implementation of the teaching and learning process. With this, several teaching strategies or alternative methods are required to fully acquire mastery of the subject and increase the level of student engagement. 

GBL, also known as game-based learning, is a type of education that involves students actively participating in a learning activity while using modern devices like computers, tablets, cellphones, netbooks, etc. Instead of traditional schooling, textbooks, and assignments, it offers a variety of opportunities for students to completely engage with the topic and learn through interaction and simulation. Researchers suggest that the integration of digital game-based learning produces significant learning gains in terms of academic performance, engagement and motivation, interest in learning science, and acquisition of desired learning competencies. As stated in constructivist learning theory, where students learn specific knowledge through experience and summarize research findings, games can be viewed as essential tools because they serve as a primary source of learning. understood. By adopting a digital game-based method, students can have a variety of learning opportunities such as teamwork and interpersonal relationships, and participate in different types of games, resulting in improved interpersonal and problem-solving skills.

Science education fosters students' curiosity about the world and improves their scientific reasoning. Through the inquiry process, students will recognize the nature of science and develop scientific knowledge and science process skills to help them evaluate the impacts of scientific and technological development. When student learning is oriented toward what can be easily tested, as it is in science curricula, discrete, testable knowledge is favored, and there is no incentive to encourage students to be active, critical thinkers. This way, game-based learning can enhance students' scientific literacy through investigative activities that involve planning, measuring, observing, analyzing data, designing, and evaluating procedures, and examining evidence. By enabling students to learn independently, deal with new situations, reason critically, think creatively, make informed decisions, and solve issues, scientific education will help them lead fulfilling and responsible lives.

English is considered an international language and is used as means of communication in many world-wide-transaction. In the Philippines, English is considered one of the mediums of instruction in schools. In the Secondary Curriculum, four out of the eight subjects are taught in English.

English as a subject has five components: listening, speaking, reading, writing, and viewing. The first three components are great factors in the achievement of good writing output. Thus, as one of the language programs, it brings students to a point where they become capable of expressing of their thoughts, ideas, and feelings through complete mastery of the form and content of the language.

Today, Philippine Education is aiming for global competitiveness among its graduates. This is made possible by an enhanced language teaching program. Proficiency in the English language gives students bigger opportunities in the world market.

However, despite this desire of the Philippine Educational System and every language teacher, that each student can communicate well, it is observed that students are hard on speaking especially in writing. They could hardly come up with good compositions.

Codilla1, commented that teachers have testified that many students in their college freshmen classes could not speak nor write a single correct sentence in English. This fact is that teachers in English play a vital role in the lives of the students, as students tend to intimate them even in their ways of speaking.

Writing and reading are the phases of language teaching that need considerable attention. But it has been noticed, the writing and reading skills of the students are declining, and this causes difficulty not only to the part of the students but also for the language teachers. Moreover, it has been perceived that the incompetence of the students in using the language both oral and written is always attributed to the decline of teachers’ competencies in the teaching of communication arts.2

It has been observed fact that one of the most pressing concerns and problems of schools is how to improve the quality of instruction. But a such improvement in the quality of instruction depends in some ways, upon the student’s ability to read and comprehend various printed materials which are particularly learned through reading and effectively comprehending the other subjects in the curriculum. It was for this reason that this writer embarked on a study of the linguistic emphasis of English teachers in enhancing students reading and writing skills. The identification of this linguistic emphasis could serve as t   baseline for adjusting the method of instruction so that problems in the teaching of the English language be minimized or eradicated.

I. ABSTRACT

In Tondo High School, despite the pandemic of Covid-19, we have a very big number of enrolees. It was reported that for school year 2021-2022 we have the greatest number of students enrolled in the whole division of Manila consisting of 6,714 students from Junior and Senior High School and 236 teaching and non- teaching staff.

The shift to remote or distance learning modalities through self-learning modules and online classes or blended learning, coupled with the paradox of high price yet slow speed internet connectivity in the country is another problem that make Tondonians dropped or failed from their subjects during the year.

        High School dropout are at a new record in Tondo High School. There is a need to develop program which can contribute to decrease in dropout rate and at the same time reduce the number of failing students. It is important especially in this time of Covid-19 pandemic that early prevention be made to this kind of students who are -at- risks of failing and students who are -at- risks dropping out.

           With that kind of Scenario, Tondo High School in Grade 10 Curriculum level, SY 2021-2022 closed the gap created by the blended learning by having the Project PASSED ALL or Program for Analysis of Student Status in Education Development, Assisting Learners Learning to address the problem of students at risk of failing and dropping out for SY 2021-2022. This urgent action bridges the learning gaps, Project PASSED -ALL remedial classes will help those learners who are lagging on their learning and showing delinquencies in their academic performance. Teachers of challenge students conducted a Remedial Class and Intervention for learners to give them more attention and support to catch up to their peers. Learning

II. INTRODUCTION

As the COVID-19 pandemic continued to worsen the learning loss of children globally, emerging data from the United Nations Children’s Fund (Unicef) found that many children have dropped out as classrooms reopened for in-person classes.
In Tondo High School, despite the pandemic of Covid-19, we have a very big number of enrollees. It was reported that for school year 2021-2022 we have the most number of students enrolled in the whole Division of Manila consisting of almost 7000 students from Junior and Senior High School and 236 teaching and non- teaching staff.

In everyday teaching especially in the group rate learning during blended modality, there are students who are left behind and the number increases or decreases depending on the difficulty of the topics delivered to the students. The shift to remote or distance learning modalities through self-learning modules and online classes or blended learning, coupled with the paradox of high price yet slow speed internet connectivity in the country is another problem of the students that make them dropped or failed from their subjects during the year.

High School dropout are at a new record in Tondo High School. There is a need to develop program which can contribute to decrease in dropout rate and at the same time reduce the number of failing students. It is important especially in this time of Covid-19 pandemic that early prevention be made to this kind of  students who are -at- risks of failing and students who are -at- risks dropping out.

With that kind of Scenario, Tondo High School in Grade 10 Curriculum level closed the gap created by the blended learning by having the Project PASSED ALL or Program for Analysis of Student Status in Education Development, Assisting Learners Learning to address the problem of students at risk of failing and dropping out for SY 2021-2022.

This PROJECT PASSED- ALL  Program for Analysis of Student Status in Education Development, Assisting Learners Learning, is a remedial program that include Ugnayan ng Barangay, Guro, Magulang at Mag-aaral as an intervention to address the dilemma of students no longer participating in schools and students at risks of failure in times of Pandemic. The project use of Information technology, Video clips, games, SIM, PHET Simulation, SLEM and other teachers made materials observing maximum health protocol to help in motivating and guiding students to learn at their own pace. Regular Monitoring of students’ progress was documented. Parents of these students were regularly informed thru Ugnayan ng Barangay, Guro, Magulang at Mag-aaral. Close monitoring continued to all Grade 10 students, if the students were seen to be progressing, they were rewarded and removed from the group and were returned to the regular online classroom classes.

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Skills should not just be in demand. Skills should not just be well practiced. Skills should not just be mastered. Above all the good things aimed for in obtaining or acquiring skills, is the interdisciplinary attribute each has. This means that one skill should lead to another. One skill should be connected with another. One skill should transpire as another is put into work. Skills should therefore be interdisciplinary. For skills to become interdisciplinary, each should be made versatile and flexible.

Along with acquired skills, both academic and technical, there should be competency that matches the proficiency for such. For an individual to have the required or necessary competency there should be proper training and sufficient exposure. Proper training will ensure both efficiency and safety while at work. Nobody wants someone to be sacrificing health and safety in exchange for a job proficiently done

           What is one major reason why everyone must aim for interdisciplinary skills and competency? The answer to this is global competitiveness. Almost everyone has the skills, but not everyone has the necessary competency. Having both skills and competency is another story that will make life lived happily ever after by one who is globally competitive.

            Global competency of Filipino workers and professionals brings bright hope for Philippine economy. In fact it is already happening. Philippine economy is fast rising because of the significant contribution of overseas Filipino workers who managed to excel abroad because of their global competency. To whom do we really owe the laurels that Filipino overseas workers had gained? As a TVL - TLE teacher and with humility aside, I would say that it is to TVL - TLE teachers to whom credit is due. 

Then again, the influence of teachers in the acquisition of the Interdisciplinary skills of learners cannot be underestimated. Teachers can either make or unmake learners and as a TLE teacher, I will always make learners unleash the better, if not the best versions of themselves for these learners are the best barometer of the kind of teacher am I.

The Covid-19 epidemic has had an impact on all components of human activity, particularly academia. Over 1,1 billion students who are not in a school make up 67.6% of all students admitted. The Covid-19 outbreak has a negative effect on educational institutions all across the globe. It may be uncomfortable, but the lockdown and institution closings around the world are required to stop the disease's transmission. This is a chance for education institutions to use innovation and the best teaching techniques to adjust to the present environment.

Children living in low-income homes who depend on school-based lifestyle interventions won't have access to nutritious school meal options when schools are shut down. Even once schools resume operations, downturn may worsen disparities and limit efforts to widen educational opportunities.

For several individuals, the year 2020 signaled the beginning of a brand-new phase in their lives. In order to remain current with the times, both educators and learners now have to make challenging adaptations.   Although students come in all different shapes and dimensions, they may well be divided into two categories the privileged and the unfortunate.

  Other individuals who are unfortunate enough to live in houses without their own private boundaries, but much worse, parents who are incapable of provide for their needs. Students are capable of taking courses online or in an asynchronous mode, which allows them to  listen to their instructor. Even if current learners are competent of going to class, many claimed that they prefer in-person instruction since they found it difficult to pay attention during online classes. A small minority of students feel emotionally. physically or mentally uncomfortable, including having severe migraines, irritated or dry eyes, losing their concentration. 

We must exercise caution when generalizing our cumulative perception regarding the COVID-19 epidemic and the results that resulted from it due to the variety in how kids have reacted to it. Although the outbreak has been described as a collective trauma, we ought to be cautious before drawing such quick judgments. In fact, it's possible that adults like families and instructors are more concerned and hesitant than kids do.

For students to cope with trauma and post-traumatic stress disorder, teachers must take use of their status as recognizable figures in their lives. Instructors now have a special opportunity to interact with their learners.  Think about the varying methods you can engage with students if you still teach digitally. The methods for encouraging engagement and inclusiveness in the school translate to digital training as well. Parents and teachers must demonstrate to pupils that they are ready to help them within reason.

The degree to which kids can handle change and pressure will determine how they feel welcome and comfortable at school. Students should be informed that many regular school programs will maintain the same while also being made aware of any possible changes.

The exponential change in Philippine Educational System is inevitable, with leaders facing unpredictability, and multiple unknowns and the need is to identify responses quickly – all while recognizing the multi-dimensional nature of the crisis.

Nowadays, our Philippine Education facing the immediate impact of the COVID-19 pandemic we need to address this through the assistance and support of the supervisors.

In the new education system in the post-pandemic, the vital role of a supervisor is to create a supportive and enabling environment for effective teaching and learning by empowering our school heads so that they could in turn create strategic thinking and innovations, interventions, and caring climates where teachers innovatively execute their functions in supporting the learners to reach their full potential.

Despite the challenges and gaps, they provide enhanced technical support and assistance for curriculum management and implementation by strengthening shared accountability and fostering a culture of continuous improvement and development while developing themselves and others to create a strategic and holistic learning environment that will produce well-equipped Filipino learners.

Hence, the supervisors lead, mentor, and coach colleagues in strengthening shared accountability in operationalizing educational development plans, providing technical assistance, and supporting disaster preparedness, mitigation, and resiliency to build and establish engaging and motivating environments in the schools.

Moreover, as technical assistance providers, they assist our educational institutions in developing school leaders for continuous learning and development, professional networks, personal and professional development, personal reflection, and learning to enhance knowledge and improve the level of practice and competence.

As a supporter of curriculum implementation, leading our respective organization also means setting the right direction in a strategic and sustained manner.  After all, we are the supervisor, the batter of the torch of continuity. We need our people to help and support us in fulfilling our vision and mission. So may we appreciate and realize the value of our workforce and how we become a champion in their best interests.

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Introduction

Principals sometimes appear to be too preoccupied managing the day-to-day operations of their schools to devote the necessary time to practicing instructional leadership. "Instructional leadership is frequently conceptualized as a combination of supervision, staff development, and curriculum creation that supports school improvement" (Smith and Andrews, 1989). According to Sheppard (1996) and Murphy (1987), it consists of exchanges between leaders and followers in which the followers' opinions are valued highly. According to Reitzug (1994), a principal's qualities that make up instructional leadership include supporting staff growth, promoting risk-taking, requiring justification of procedures, and other things.

Learning on the part of the pupils and the students is the main objective of education. However, what students learn is dependent on the instructors' performance, which is a result of a variety of factors, including their dedication, professional development, the learning environment at school, the culture at large, their innovativeness, etc. The principal's acts or inactions are connected to all of these elements, either directly or indirectly. The most effective instructional leadership conduct at both the elementary and high school levels, according to Sheppard (1996), is encouraging teachers' professional growth.

In support of the aforementioned, Obi (2002) pointed out that in order for a principal to be a good instructional leader, they must focus their attention on staff improvement programs, which include leadership tactics and processes aimed at modifying teachers' role performance. The principals' responsibilities in this, according to him, include visiting classrooms, making observations, participating in conferences, seminars, and workshops, as well as participating in professional organizations and in-service training sessions. Sach (1995) also made the point that a positive work environment improves teachers' productivity.

The aforementioned measures appear to be necessary because, despite having received their education, many teachers still struggle to connect with today's youth, who are more exposed to technology than ever before and who are more sophisticated and inquisitive than ever before, which makes them more demanding of their teachers. The job of the principle is to give the proper leadership so that each employee may contribute to the school's mission of offering a high-quality, modern education to as many students as possible. According to Sergiovanni (1996), knowledge about teaching and learning and ability to share these insights with teachers is a key factor in any good principal selection process. He also confirmed a positive and strong relationship between effective instructional leadership behaviors exhibited by principals' and teacher commitment.

Additionally, Ogbodo and Ekpo (2005) emphasized that the principal's main responsibility is to support teaching and learning in the classroom, citing the California Commission on Teachers' Credentialing. In their own research, they discovered a substantial connection between teachers' job performance in Akwa Ibom State and principals' instructional leadership.

Given this context, the goal of this study is to examine the instructional leadership responsibilities of Asaba metropolitan principals and how they connect to the work performance of the teachers.

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Introduction

The attitude, drive, and actions of followers are influenced by leadership philosophies such as task- and relationship-oriented leadership (Tabernero and others, 2009). As an example, numerous studies have discovered that charismatic and transformational leadership styles have a positive impact on performance (Bass, 1990a; Shea and Howell, 1999; Humphrey, 2012); organizational commitment (Dai, et al., 2013); and organizational citizenship behavior (Deichmann and Stam, 2015; Jacquart and Antonakis, 2015; Nohe et al., 2013; Wells et al., 2014; Yucel et al., 2014). The task-oriented and relationship-oriented leadership strategy gave rise to the transformational and transactional style, despite the amount of studies in the field of leadership style (Bass, 1990b). It is commonly known that several leadership philosophies have an impact on the conduct and attitude of employees (Bass, 1990a; Shea & Howell, 1999; Jacquart & Antonakis, 2015). Understanding the origins of one's leadership style, however, is scarce.

Emotional Intelligence (EI) has been a notion for many years. One of the most popular EI definitions among academics was first presented by Pope & Singer and Salovey & Mayer in 1990. Salovey & Mayer (1990) defined EI as the capacity to manage, recognize, use, understand, and regulate emotions. Pope & Singer (1990) defined EI as "the subset of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them, and use this information to guide one's thinking and actions." Ideally, emotional and social intelligence is a "multifactorial array of interconnected emotional, psychological, and social qualities that impact our total ability to actively and successfully cope with daily demands and challenges," according to Bar-On (2000).

There are at least four main components of emotional intelligence (EI), according to the works of Mayer, Salovey, Caruso, & Sitarenios (2001), Salovey & Mayer (1990), and Mayer, Salovey, & Caruso (2004): the appraisal and expression of emotion, the use of emotion to improve cognitive process and control decision making, knowledge about emotions, and management of emotion. Aspects of EI, such as self-awareness, emotional resilience, influence, interpersonal sensitivity, motivation, intuitiveness, and conscientiousness and integrity, according to Higgs and Aitken (2003), can also indicate leadership potential.

Effective leadership behaviors were strongly connected to the components of EI that were developed by earlier research (Mayer et al., 2001, 2004; Salovey and Mayer, 1990; Schutte et al., 1998). High-level decision-making is necessary for leadership activities, but successful decision-making also requires some emotional intelligence. High emotional intelligence enables leaders to manage their emotional expression, improve their cognitive function, and exert control over their decisions. Additionally, the leaders could be more influential, motivated, and sensitive to others' needs. All of those factors affect particular leadership philosophies, including relationship-oriented leadership, and ultimately determine effective leader actions.

Sosik and Mergerian (1999) noted certain connections between emotional intelligence and the components of authentic transformational leadership (Bass and Steidlmeier, 1999) to support their argument. As an illustration, leaders with high emotional intelligence often inspire their subordinates to finish tasks, and "Individual emphasis on others" is also connected to personalized care. The acts of the leaders are likewise subject to professional restraints since they relate to idealized charisma or influence. Additionally, strong emotional intelligence enables leaders to manage and sway life events (Mcenrue and Groves, 2006).

Achievement Motivation (AM) is a crucial indicator of leadership behavior. Because both variables influence and even control executive processes, emotional intelligence and AM are strongly related to one another (Pessoa, 2009). Similar to EI, leaders' AM may serve as the precursor to their actions. A motivation for achievement is an endeavor to do something successfully and prevent failure (McClelland, Atkinson, Clark, & Lowell, 1953; Murray, 1938). Meaning that individuals behave in a way that is focused on either achieving success or avoiding failure. The performance objective and the mastery goal, according to Ames & Archer (1987), may have an impact on AM. While the mastery aim concentrated on growing competence, the performance goal concentrated on competence display. These orientations had different effects, for instance, persons with performance goals would give up when they failed whereas those with mastery goals would keep trying (Elliot and Church, 1997). Nevertheless, Elliot and Church (1997) regarded both as the "approach" kind of motivation, or AM, despite the fact that the performance and mastery goals had distinct outcomes.

In organizations, leaders are required to carry out a variety of duties. Similar to regular employees, leaders needed some AM to effectively execute challenging assignments. The impact of AM on leaders' conduct in this situation is essential. Previous studies that found a correlation between AM and leadership behaviors (Alston, Dastoor, and Sosa-Fey, 2010; Corona, 2010; Hur, van den Berg, and Wilderom, 2011) have provided evidence in favor of this.

The "performance vs. mastery" is a type of "success" approach motivation, according to the aforementioned AM theory, leaders are driven to either approach "success" or to avoid "failure" (Elliot and Church, 1997). Performance- or mastery-oriented leaders would strive for achievement and minimize any potential failure. Successful completion becomes a motivational factor (Bandura, 1982). As they have completed difficult jobs effectively, leaders may continue to succeed. Leaders tend to be more task-oriented since they are persistent in finishing tasks or goals. According to several research, task-oriented leaders were more transactional and driven to utilize incentives and punishments (Bycio et al., 1995; Dai et al., 2013; Den Hartog et al., 1997; Odumeru and Ifeanyi, 2013). These studies have supported a variety of statements made about these leaders.

Managing their organizations presents comparable challenges to school administrators (schools). Daily responsibilities must be completed in a variety of ways, and the principal-teacher connection must be upheld. Effective principal-teacher relationships, according to Wahlstrom and Louis (2008), have a favorable impact on teachers' instructional methods. Additionally, a strong leader of a school promotes several student and institutional successes. To give an example, a good principal leadership style enables teachers to enhance their skills and strengthen school organization (Youngs and King, 2002).

Effective leadership involves using a specific leadership method or style (Yukl, 2012). Although there are various substantial considerations, principal's choice of a certain strategy influences effective leadership at school. In a prior call for research, Yukl (2012) recommended looking into why a leader chooses a specific leadership style. Therefore, researching the causes of leadership style adds significant knowledge to the subject.

In light of the aforementioned considerations, this study intends to investigate the effects of EI and AM on two leadership philosophies; i.e., task-oriented and relationship-oriented leadership.

Methods

Participants

Participants were School Principals, and School Head in Binangonan Sub Office. Initially, the questionnaires were sent randomly to 38 School Principals and School Head. There were 14 participants returned the questionnaires by the deadline (10 workdays to complete). However, 1 participant were discarded from analysis due to incomplete responses.

Measures

Emotional Intelligence

English language was used in the construction of the 22-item emotional intelligence measure. The scale has eight reverse-scored items and a Likert scale with five points (1=not at all to 5=very often). The measure was created by creating items based on the emotional intelligence component identified by Goleman (1995)—specifically, self-awareness, self-regulation, motivation, empathy, and social competence. 14 of the original 36 items on the scale were eliminated because there was little inter-item correlation (r .30). 22 components made up the final scale, and its Cronbach's alpha was .77.

Achievement Motivation Measure

The 16-item Achievement Motivation scale was written in English language. The scale has eight reverse-scored items and a Likert scale with five points (1=not at all to 5=very often). The scale was developed using Hartono's three aspects of Achievement Motivation from 2007. (i.e., wishes, desire, and drive). Due to poor inter-item correlation (r.30), 17 of the 33 initial items were deleted, leaving 16 final items with a Cronbach's alpha of .72.

Leadership Style Measure

Two areas of the leadership taxonomy, task-orientation and relationship-orientation, were used to build the leadership style assessment (Yukl, 2012). According to Samson (2006), relationship orientation has four features (supporting, accessible engagement, active listening, and feedback) whereas task orientation has five (planning, organizing, executing, directing, and controlling). Due to the previous study's usage of these two types of aspects in the construction of leadership style measures, researchers favored employing them (Samson, 2006). The questionnaire had a 28-item Likert scale (1=not at all to 5=very often), and seven of the items had reversed scores. Due to poor inter-item correlation (r.30), 28 of the 56 items were eliminated, leaving 28 final items with a Cronbach's alpha of .74.

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Introduction

Collaborative leadership is a result of emotional intelligence (EI). A school principal's perceived emotional intelligence (EI) has the ability to increase the work happiness of educators, which may then foster a collaborative leadership style that creates enduring bonds between principals and their team of educators (Singh, Manser and Mestry, 2007). EI is essential for the development of successful leadership abilities, according to recent study, which also supports Goleman's (1998) findings. EI is the sine qua non of leadership. Regardless of a school's historical setting, it has to choose instructors who are devoted, dedicated, and pleased at all times. The school's principal must create a sense of interconnection that motivates students and staff to collaborate in an atmosphere of commitment, trust, and empathetic understanding. This suggests that in order to create an environment that fosters possibilities for open discourse, social trust, and eventually an atmosphere of professional happiness, the principal must exhibit admirable EI qualities or behaviors (Harris, 2002).

According to Stein and Book (1999), IQ is not as important as previously thought in predicting degrees of leadership achievement. Goleman (1996), who contends that EI is regarded to contribute substantially more to success, particularly in the field of leadership effectiveness, supports this idea. He is adamant that it is the single most important element affecting leadership effectiveness at work. Leaders that have strong emotional intelligence (EI) skills perform at greater levels of competency and are looked up to by both their colleagues and the people they manage. They are seen as successful, dependable, and inspirational, and they inspire others to aim higher and drive them to fulfill the demands of their businesses.

According to Orme (2001), enhanced common sense may also be used to refer to the capacity to tune into one's own and other people's emotions, recognize and comprehend them, and then take the right action. According to Sterret (2001), EI is what separates extraordinary performance from average performance and is recognized as a key predictor of leadership success. It is a type of intelligence that consists of a collection of emotive, non-cognitive skills that influence one's capacity to receive, sense, and comprehend emotions in a way that prompts appropriate conduct. It complements IQ rather than operating independently of it (Orme and Cannon, 2000). It is measurable, learnable, and developable. It is considered as a potent motivating tool because it encourages leaders who exhibit high levels of EI to inspire confidence and trust in their followers.

On leadership, team and organizational effectiveness (Fehd, 2001). It is suggested by Sterret (2000, 4) that the essential difference between IQ and EI lies in the distinction between the roles of the heart (emotion) and the head (cognition) in determining appropriate leadership behavior.

For the sake of this study, a school principal's perceived EI is described as follows:

         In order to obtain the desired best outcomes and a sense of job satisfaction among educators in a collaborative atmosphere, the school administrator must have emotional intelligence (EI), which is the capacity to recognize, comprehend, and manage emotional behavior on a social and personal level.

By exhibiting suitable emotionally intelligent behaviors (EIBs) that assist to increase an educator's degree of desire to perform effectively, the school administrator increases an educator's perception of work satisfaction, morale, and loyalty to the organization (Pascoe, Ali and Warne, 2002, 41). The EIBs, or emotional competencies as Goleman (1998, 24–25) refers to them, are observable traits that are collectively related to certain actions, which collectively indicate one's level of emotional intelligence. The leadership characteristics and observable EIBs of a school principal may have an impact on an educator's ability to achieve work satisfaction if there is a relationship between those factors and an educator's perception of job satisfaction. EIBs are EI behaviors that are observable by outsiders and measurable by them.

Employment satisfaction, according to Strumpfer and Mlonzi (2001, 2), contains four fundamental components: particular beliefs about one's job, behavioral inclinations related to the job, intents related to the job, and feelings related to the job. Strumpfer and Mlonzi (2001, 2) more precisely describe work satisfaction as an emotional state of enjoying or hating one's employment due to either a general feeling or a group of linked attitudes that provide information on those parts of the job that either induce satisfaction or unhappiness. According to Staw (1996, 396), it might not be possible to split the working environment into two scenarios, one of which shows employees who are dissatisfied and unproductive and the other of which shows them to be happy and productive. Staw (1996, 396) says that if this were the case, one might then only provide a recipe with a list of elements for improvement. It may be the case that enjoyment and productivity do not always go hand in hand, as Staw (1996, 396) eloquently noted.

According to Pascoe, Ali, and Warne (2002, 41), the principal must exhibit very particular EIBs and collaborative leadership abilities in order for educators to achieve a level of work satisfaction that results in high levels of efficiency and effectiveness.

         The effectiveness of the leader in fostering the right levels of job satisfaction depends on their capacity to recognize and understand the emotions of others at work, to manage their own and others' positive and negative emotions, to effectively control emotions in the workplace, to use emotional information when solving problems, and to be able to express their feelings to others.

The devolution of power to educators occurs when school principals foster a collaborative climate that gives teachers many opportunities to assume participation leadership roles across a range of portfolios (Singh, 2005). Kouzes and Posner (1995) emphasize that in a collaborative setting, leadership is a decision based on competence and the capacity to guide others rather than a power- or hierarchy-based role. Collegiality emphasizes being value driven and change led rather than being receptive or reactive. It motivates educators to take a proactive role in the growth of their institution and to take ownership of and accountability for their shared vision (Singh and Manser 2002). In these situations, a collaborative atmosphere should be viewed as one in which the principal's job is to assist and direct. The effectiveness of the collaborative method depends on the principal exhibiting suitable EIBs. Opportunities exist for shared leadership, shared decision-making, shared values, shared vision, and shared responsibility (Foster, 2000).

Lam and Kirby (2002) note that the importance of EIBs in fostering such a harmonious collaborative environment is highlighted by the fact that effective emotional intelligence-based principals should be able to recognize when their own emotions and those of their staff members are enhancing or distracting. Lam and Kirby (2002) contend that in order to have a good impact on both individual and team performance, principals must be able to manage their own and others' emotions.

Therefore, the issue examined in this study was on how the leadership style of school administrators was thought to affect how satisfied their teachers were with their jobs. The empirical study employed the following research hypothesis:

         In a setting of collaborative leadership, there is a connection between educators' work happiness and the perceived emotional intelligence (EI) of school principals.

Gardiner and Stough (2002) assert that there will be a substantial correlation between high EI and leadership strength in their study of the link between EI and successful shared leadership. Goleman (1998) argues that because these are the factors that contribute to effective performance, leadership should be cooperative, transformative, and based on shared objectives in an emotionally intelligent, collaborative educational atmosphere:

The group members' compatibility and interpersonal skills turned out to be crucial to their performance. When teams function at their peak, they have the potential to be multiplicative rather than just additive. In other words, one person's greatest qualities inspire the best in another and another. because a team's score when it has synergy far exceeds the finest individual score.

Therefore, the purpose of the study was to ascertain if the principal's perceived EI had an effect on teachers' work satisfaction in a collaborative learning environment. Therefore, there were two goals for the study to ascertain the impact of the school principal's perceived effectiveness on teachers' work satisfaction; to measure how the school principal's emotionally intelligent, collaborative leadership style affects teachers' work satisfaction.

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RESEARCH ABSTRACT

The School-Based Developmentally Appropriate Practices (DAP) Training and the K-3 teachers were the input variables that may serve as an instrument in this research. The process variables were the classroom observations and questionnaire to be employed on the respondents. This study culminates in the results of teachers’ instructional competencies and delivery to determine the effect of DAP training on the teachers of District IX, Division of Cabanatuan City.

This research has eighty-nine (89) elementary teachers as respondents to determine the Effect of School-Based Developmentally Appropriate Practices (DAP) Training on the Instructional Delivery of K-3 Teachers of District IX, Division of Cabanatuan City. The descriptive-correlational design/type was employed in this research study.

         Based on the findings of this research, (1) the effective instructional preparation and teaching-learning delivery of the teachers will influence the learner’s behavior in the classroom to actively participate in the discussion of the lessons, either individual or group activity. Thus, effective lesson planning and efficient actual teaching delivery will create better learning outcomes and excellent pupils’ outputs in their daily classroom activities; (2) the lesson planning and delivery, curriculum content and pedagogy, and planning, assessing, and reporting learner outcome are significantly contributed to the sustainable development of academically enabled and pedagogically enhanced to produce holistically developed children who have 21st-century skills. (3) the learner’s behavior in the classroom (computed t-test value of 0.00012) and the planning, assessing, and reporting learner’s outcomes (computed t-test value of 0.00069) had lower than the tabular value of 2.015 with a 0.05 level of significance, described that there was no significant relationship across the instructional competence, does not mean that the instructional practices shall be ignored. With this in mind that all instructional competencies have a significant role in the pedagogical delivery to develop and improve the experiential learning of our school children; and (4) the School-Based Learning Action Cell Sessions on Developmentally Appropriate Practices (DAP) in Early Language, Literacy, and Numeracy (ELLN) are effective and efficient practices to apply knowledge of content within and across curriculum teaching areas, use different teaching strategies that enhance learner literacy and numeracy skills, manage classroom structure to engage the learner in meaningful hands-on activities within a range of physical learning environment, manage learner behavior by applying non-violent discipline to ensure the learning-focused environment and to plans, manages and implements developmentally sequenced pedagogical processes to meet curriculum requirements and varied teaching contexts.

Based on the conclusions, the following suggestions are (1) Prepare Annual Learning Action Cell Sessions to be implemented within the school year for continuing professional development strategy for the improvement of teaching and learning to strategically develop teachers’ critical and creative thinking skills; (2) Provide a sufficient budget for developing supplementary learning materials for classroom intervention and remediation programs to address the needs and shortcomings of not only the teachers but also the pupils; (3) Create a culture of continuous improvement through innovation to facilitate experiential learning while playing games; (4) Conduct weekly/monthly monitoring and coaching to ensure that the agreement presented during the LAC session will contribute to better learning outputs and outcomes for the teachers and pupils; and (5) Conduct mentoring and coaching to those teachers under unfocused or at-risks, or if it is necessary.

Abstrak

Dalawampu’t limang (25) naratibo ng mga salaysayin at nalathalang kwentong pambata ang isinalang at hinimay isa-isa sa pananaliksik na ito upang ipakita ang mga etikang Meranaw.  Sa kabuuan lumalabas na may etikang pangkalikasan ang Meranaw sa dalawampu’t limang (25) kwentong pambata.  Ang mga etikang ito ay mula sa Koran, Hadith o Kitab at matandang tradisyon. Lumitaw na maraming kaugaliang pangkalikasn ang masasalamin sa mga salaysay gaya ng pangangalaga sa mga bagay-bagay na makikita sa kanyang kapaligiran, pagpapayabong sa mga halamanan, pagpapanatili ng kalinisan ng kapaligiran bilang bahagi ng handog na biyaya ng kanilang Allah. Ang mga nabanggit ay ilan lamang sa mga natuklasang etika ng mga Meranaw na nakapaloob sa mga kwentong pambata sa Lanaw. Ang mga natuklasang etika na ito ay napapatunayan lamang na sa mga kwentong pambata na batay sa mga ito, maaaring panatilihin ang buhay at makatotohanan ang mga banal na salita at lumang tradisyon sa tulong ng mga kwento.  Samakatwid, ang mga kwentong pambata ay hindi lamang panitikan kundi higit pa rito, mabisang biswal pandisiplina sa kabataan ang mga kwento upang magpatuloy ang kultural na etika sa pagpapahalaga sa kalikasan na kabahagi nila sa buhay dito sa daigdig.  Sa pamamagitan nito, napananatili ng bagong henerasyon at susunod pang salinglahi ang mga minanang etika tungo sa marangyang buhay pansarili, pampamilya at panlipunan.

         Susing salita: Etika, pagpapahalaga, lipunan, kalagayan, indibidwal

1.1   Introduksyon

         Paggalang at pagpapahalaga. Dalawang salitang magkaiba ng bigkas at kahulugan. Dalawang salitang magkaiba ngunit halos magkatulad ang bigat ng implwensya nito sa mga nakakarinig nito. Paggalang-iniaalay sa tao o bagay na binibigyang-halaga ng isang tao. Pagpapahalaga-ibinibigay sa mga tao o mga bagay na nararapat pagkalooban ng paggalang. Paggalang at pagpapahalaga- dalawang salitang magkaiba ngunit magkaugnay sa paghahandog at pagkakaloob ng mga magagandang asal at pananaw sa buhay ng isang taong mayroon nito. Ang dalawang salitang ito ay magdudulot ng kabutihang-loob sa taong nagtataglay nito bilang prinsipyo sa buhay, hindi lamang sa kanyang kapwa kundi maging sa kalikasang nakapalibot sa kanya. Igagalang at bibigyang-halaga niya ang anumang bagay na kanyang nakakasalamuha na maghahantong sa pagkakaroon nito ng malasakit sa lahat ng bagay na nakapaligid sa kanya.

Sa kabanatang ito, gabay ng mananaliksik ang dalawang salitang ito sa lubusang pagkilala ng iba pang etikang Meranaw na may kaugnayan sa kalikasan o kapaligiran. Dito ay bibigyang-diin ang prinsipyong paggalang at pagpapahalaga ng mga Meranaw na makikita sa mga kwentong pambata ng Lanaw.

2.2   Metodolohiya

Sa bahaging ito, inilahad ang pagsusuri ng mananaliksik sa mga kwentong pambata ng Lanaw sa pamamagitan ng sumusunod na talahanayan. Ang talahanayang ito ay binubuo ng apat (4)  bahagi o kolum. Sa unang kolum ay ang anyo ng kalikasan, ikalawang kolum ang pamagat ng mga kwentong pambata kung saan nakita ang mga etikang Meranaw na makikita naman sa ikatlong kolun at ang panghuling kolum ay ang kowd ng bawat kwentong pambata. Sinuri niya ang bawat kwentong pambata batay sa teoryang hermeniotics at kultural na antropolohiya. Ang hermeniotics ay ang paraan ng pag-aanalisa ng mga teksto ng Kor’an habang ang kultural na antropolohika ay pag-aanalisa naman ng mga antropolohikal na usaping may kaugnayan sa kultura ng mga Meranaw. Isinagawa ang prosesong ito upang mabatid ang mga etikang pangkalikasan sa pamamagitan ng paggamit ng mga konsepto ng Koran, Batas ng Shariah at sa mga piling aklat ng mga batikang manunulat na may malawak na kaalaman hinggil sa Lipunanag Meranaw at gayun din sa nakapanayam ng mananaliksik na mga Meranaw.  Ang lahat ng mga nakalap na impormasyon ng mananaliksik ay masusing inalam sa mga kwentong pambata kung ang mga ito ba ay masasalamin dito. Tunghayan ang batayang konseptwal na ito na magpapakita sa prosesong isinagawa ng mananaliksik sa kabanatang ito.

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Introduction

         Hand writing is a complex process of interaction between motor processes and cognitive processes that allows communication of thoughts through a written code (Abbott, 2015). It enables one to express his knowledge, thoughts and feelings to other people. It also helps in improving academic abilities. Research has shown that hand writing improve brain development in the areas of thinking, language, and working memory. In fact, just writing by hand helps in activating the brain allowing individual to store information from short-term to long term memory (Kushiki, 2014).

         Cursive writing is a hand writing in which the characters are written joined together in a flowing manner, generally for the purpose of making writing faster. The skill of cursive writing is often used as a tool for learning that enables individual to write continuously without any interruption (Arnold et al., 2017). Some studies have proven that solid handwriting skills, like cursive writing, affect students’ self-esteem, which can affect their academic performance, create more fluid writers with better critical thinking skills, and create better readers. Research through MRI studies have shown that cursive writing stimulates brain synapsis in a way that keyboarding and even printing by hand does not (Brown, 2018).

         Given the beneficial effects of the cursive writing, many individuals are still not used to this kind of writing; some students were even found it difficult to write in cursive form. In some countries like in Canada, there have seen a decline in teaching and learning cursive. In fact, some schools there only introduce cursive writing but not making it as mandatory for the students to use (BusinessWold, 2020). In the Philippines, cursive writing has been also considered a dying skill in many schools. According to the journal published by Val (2021), he exposed some reasons that led to the decline of cursive writing. Some of it includes the emergence of technology which encourage the students to use the camera of their phones, laptops, and tablets in capturing lessons instead of writing their notes. The lack of mandatory guidelines of Department of Education (DepEd) in partaking the students in using cursive writing also contributed to this. He emphasized that some schools no longer provide direct instruction in handwriting which led to forgetting the value of cursive writing. Further, the stereotypical perception of students to cursive writing as a “hard skill” discouraged many of them to learn and use it since they perceived it as hard and difficult skill to master. The situation challenges the present educators to properly and continuously teach cursive writing to the students and even integrate it in any classroom activities. This is also the reason why it is important for the future educators to practice and enhance their cursive writing so that they can teach and facilitate their students in a most effective way.

         In Illana Bay Integrated Computer College, Inc. the education students, particularly third year students, are required to undergo in the Cursive Enhancement Program that allows them to write or practice cursive writing. The program provides them a venue for improving the speed and accuracy of their writing. This took the interest of the researchers to conduct this research study in order to assess and validate the effectiveness of the program in enhancing the cursive writing.

Methodology

         This study used a descriptive research design. Richards (2011) described this as a purposive process of gathering, analyzing, classifying, and tabulating data about prevailing conditions, practices, beliefs, and processes and then making adequate and accurate interpretation about such data which was suitable to the current study since it aimed to gather, analyze, and tabulate data in order to evaluate the effectiveness of the Cursive Enhancement Program. The study was conducted within the parameters of Illana Bay Integrated Computer College located in the heart of Municipality of Parang. The respondents were the selected third-year students who are enrolled in the programs Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSEd) majors in English and Mathematics of the said institution. As per the record of the registrar’s office, there are 210 students who are currently enrolled in the said programs. Hence, Slovin’s Formula with the margin of error 0.05 was used to calculate the target number of respondents resulted to 138. Further, a simple random sampling through Randomizer App was employed to select the 138 respondents from 210 total populations. Furthermore, survey questionnaire was used as research instrument in gathering data needed for the study.

         For the data gathering procedure, letters were sent to the Academic Head of the institution to ask permission to conduct the survey to the third year education students. After the request letter was approved, the survey questionnaire was prepared in google form. Then, it was distributed to the respondents in the Education Department Group Chats. After the questionnaires were answered and retrieved from the respondents, the data were collated, tallied, tabulated. In addition, Frequency Counts, Mean and Weighted Mean were used as statistical tools for analysis and interpretation.

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The Department of Education (DepEd) conceptualized various innovations and attempts were being conducted to improve the reading abilities and skills of the pupils. Some of which are Every Child A Reader Program (ECARP), which mandates all schools, school divisions, and regions to develop interventions addressing reading in schools based on certain assessment techniques such as the Functional Literacy Assessment Tools (FLAT) and Philippine Informal Reading Inventory (PHIL-IRI) is religiously implemented. Anchored to this program is the DepEd’s initiative Hamon; Bawat Bata Bumabasa (3B’s), a campaign on reading proficiency to bridge literacy gaps among learners. Furthermore, Baquioen Elementary School implemented different reading programs to enhance the reading comprehension of the learners. Kapamilya Ko Kabalikat Ko was implemented which aims to assist struggling non-readers from Grades 1-6 level and the Baquioen ES Reading Habit Every Afternoon (BESRHEA) which aims to establish pupils' love for reading by making it into their habit.

In the resumption of Face-to-Face classes, a new reading innovation was born. With the collaboration of the SPG-O, YES-O officers, and honor students PROJECT 5K’S: Kamag-aral Ko Katuwang ko sa Karunungan was initiated. Project 5K’S aims to eradicate the low performance of the learners in reading comprehension. The objectives of Project 5K’s are to enhance the reading skills of pupils through peer tutoring; improve the reading ability of frustrated readers through collaborative learning; shows mastery in reading with all their subject areas with at least 80% of the class and develop the proficiency of learners in reading to enhance their comprehension skills, writing skills, speaking/communication skills, and listening skills. In the implementation, officers and honor students will serve as a Batang Teacher to their classmates. Batang Teacher acts as a storyteller and peer teaching applies. To develop students’ leadership skills Collaborative learning will also be implemented also, with the help of Batang Teachers frustrated readers will be lifted. In the process Phil IRI passages will serve as instructional reading material in the implementation of Project 5K’s innovation. With the supervision of the teachers, Batang Teacher will tutor their classmates to enhance the reading comprehension of the learners.

Furthermore, BES builds a 5K’s Reading Kubo that serves as a venue for Project 5K’s innovation. This reading innovation will serve as an avenue to eradicate the low reading comprehension performance level of the learners. After the school year 2022-2023 the non-readers and frustrated readers are expected to read sentences and can comprehend various paragraphs and stories.

Health Education help anyone to be empowered and communities to live healthier by improving the physical, mental, emotional and social health through increasing their awareness and influencing their attitudes on caring for their well-being. Hence, to increase the national awareness on major public health issues and to promote a better understanding of the role of health education, yearly every third (3rd) week of October is observed as Health Education Week.

self-care includes everything connected to staying physically healthy including nutrition, hygiene and seeking health care when needed. It is  all the stages an individual can take to manage stressors in his or her life and take care of his or her own health and well-being Self-care is anything you do to take care of yourself so you can stay mentally,  physically and emotionally well individual person Self-care promotes positive health outcomes, such as, living longer, and becoming better in terms of stress management

   Health Education inculcates care for one’s self because this subject is all about how to support life and how to enjoy what life offers. In living the life and in savoring its amenities, our physical self should be strong and fit for all endeavors or undertakings.  There are so many wonderful things in nature that people can partake with like trekking a mountain trail, traversing a stream flowing from falls and lush mountains, breathing air from above the sky while skydiving or paragliding, among a whole lot more. All these can be enjoyed with a healthy body. This is how important it is to take care of the body as part of caring for one’s self.

    With Health Education, we are taught to sleep well, eat healthy and stay away from all the toxicities. By sleeping well, we gain energy that is loss. By eating healthy, we sustain the needs of our bodies. By staying away from toxicities we remain calm, happy and stress free. When we are calm, happy and stress free, we are sure that we are healthy inside and out. It is essential that we are not only well on the outside but also well on the inside.

    Care for one’s self is significant in all terms of an ideal well being. Health Education is a subject that imparts maintenance of good nutrition, sustenance of a balanced diet, execution of bodily exercises and observance of health practices like personal hygiene and euthenics. All these are rolled into a body of knowledge that equates to Health Education. Therefore, care for one’s self is the main essence of teaching and learning Health Education.

Health Education makes us care for ourselves by teaching us what we should eliminate from our daily routine and what we should include for our habitual practices.  All the negative, we should eliminate and everything positive should be injected in order to make one’s being, may it be physical, mental, emotional or spiritual healthy and well.

    The above discussion explains how care for one’s self is at its best trough the study of Health Education.

Reading is more fun if the reader can comprehend the text he/she is reading. Reading comprehension is different from just reading the words. Most likely the problem of our students is how to understand the different words that they read.  Even in the conduct of the Phil IRI, If the students cannot answer the comprehension question, his/her  level still falls under the “frustration level”. Understanding a word requires a long process and different techniques must be utilized.  Here are some techniques, strategies  and tips that can help for vocabulary development:

1. Using Synonym and Antonym. In giving meaning to unfamiliar words, it is much easier to teach students  with their synonyms and antonyms. Giving examples of these words can increased their vocabulary

2. Using Context Clues. This skill is taught as early as grade I with simple words within that level. It is where the meaning of a word is used within the sentence itself.

3. Using Word Associations. This strategies  can be used throughout spelling drills and in giving the meaning of a word

4. Using Match and Pair. This activity is useful and can encourage the learners to participate in the class. It can be done during drills and as motivation for a lesson.

5. Use Word Wall and Word for today. Let them discover by themselves the words that they meet during story reading or simply from daily encounters such as street signs, people, things etc.

6. Play word games. Classic games like Scrabble can function as a fun way to expand your English vocabulary. Crossword puzzles can as well. If you really want to be effective, follow up rounds of these word games with a note-taking. Have a list of the words you learned while playing the game, and then study that list from time to time.

7. Use flashcards. A fast way to build a wide vocabulary is to study a number of words via flashcards. Targeting for one new word a day is reasonable.  If you can make it two or more words a day the better.

8. Use the dictionary and thesaurus. Dictionaries and thesauruses are useful resources if you know how to use it properly. It can jog your memory about synonyms that would actually be better words in the context of what you’re writing.  Dictionary definition can also educate you about antonyms, root words, and related words, which is another way to improve your vocabulary.

9. Practice using new words in conversation. It is possible to amass a wide vocabulary without actually knowing how to use words. If you encounter an interesting word in your reading, use it in a conversation when you are trying to communicate to others. Choose the right word for a particular context.

10. Develop a reading habit. Seeing words appear in a story or a newspaper article can be far more helpful than seeing them appear on vocabulary lists. Not only do you gain exposure to unfamiliar words, you were also see how they’re used.

Education is a catalyst to change society. Every country has its own way of providing quality education to the youth, to develop in them the needed competencies and be a part of nation building. Instructional materials are important instrument of teachers to educate young minds. There are textbooks, reference books, and other supplementary materials that can enhance learning. Teachers are innovating in order to address the needs of the learners on suitable instructional materials to learn, one of the convenient materials for the teachers to design are worksheets. Lesley & Labbo (2003) discussed that in recent time, worksheets are game changer of curriculum other countries. In other words, worksheets can make a difference to uplift the achievement of the learners in different subject areas.

There are indications that worksheets can contribute to learners’ achievement. Kisiel (2003) found out that in activities such as museum visit, worksheets can guide the students organize their observations and other learning that they encounter during the activity.  Krombab & Harms (2008) findings is in consonance with that of Kisiel (2003), students whose age range is from 11 to 15 were able to be helped to acquire knowledge in science. Students were able to focus on the important learning as the worksheets guide them on what to observe and learn. Worksheets may have its limitations. Lesley & Labbo (2003) discussed that the mass-produced worksheets may not help students to achieve the learning goals. It did not meet the needs and context of the learners in a particular school. Worksheets have to be contextualized in order to be an effective vehicle for learning. Fauzia(2019) foud out that learning outcomes using contextualized learning-based Student Worksheets are easier for students to understand learning material, this is shown by students in solving problems on student worksheets properly. Based on the outcomes of the study it can be concluded that learning by using Student Worksheets based on Contextual Teaching and Learning helps the learner more easily and  efficiently understand the subject matter.

This has shed light that teachers are to device supplementary learning materials to reinforce learning. They have to bear in mind the essence of instructional materials. It should be aligned to the standards prescribed by the curriculum, level of learners’ achievement, and their interest in order to realize the purpose of the supplementary instructional materials. The evidences that worksheets can facilitate learning if it is well designed and constructed with a purpose in mind. Teachers may be creative on designing worksheets for their learners. This will give opportunities on developing learners’ competencies. Indeed, worksheets and learning come hand in hand.

Worksheets help the learners  in exploring multiple concepts and ideas. It  develop fine motor skills, logical thinking, and learn things on their own. Worksheets also make the learner  aware of to new and improved concepts of learning, develop ideas, and portray the same on their worksheets.  worksheets can be utilized by teachers to understand students' prior knowledge, outcome of learning, and the process of learning; at the same time, they can be used to facilitate students learning progress.

Physical Education is one subject that is so diverse and rich because it encompasses every vital sector and aspect of the wholeness of a person’s identity and character. Physical Education is highly essential in making the personality of young individuals whole and well-rounded. With this subject, there is a whole lot of benefit that the young can partake from.

  Among the everyday benefits of Physical Education are physical wellness, preserved health, emotional well-being, happy disposition and induced socialization among many others. 

    Physical wellness is upheld by Physical Education in the sense that it teaches how to keep the body mechanism in perfect condition and in well-energized tone. It also teaches how to keep every portion or part of the body functional by making each accordingly exercised and well flexed. Being physically active can improve your brain health, reduce the risk of disease, help manage weight, strengthen bones and muscles, and improve your ability to do everyday activities. There are several ways of making the physical wellness upheld by Physical Education. One of these is gymnastics. With gymnastics, the body is attuned to rhythm and in perfect alignment with poise, grace and seemliness.

    Preserved health is attained with Physical Education. This is manifested or evidenced by the goodness in how an individual feels with his or her body after a strenuous and invigorating work out or after an early morning jog along a road covered with misty cloud of fog. It is the subject Physical Education that teaches the young to take advantage of their youth in a positive light so that the strength that they naturally possess will last and serve them for a long time because they are definitely assured of a long and healthy life with the principles and concepts learned in Physical Education.

Emotional well-being refers to how well persons are able to accept and manage their emotions and manage with challenges throughout life.

Emotional well-being can affect how healthy someone can function day to day or how they are able to deal with change in their life.

Happy disposition means having an positive outlook and attitude towards life, despite experiencing difficulties. Having a positive disposition can be helpful especially when keeping one's self-motivated and helps in achieving personal goals.

Induced socialization refers to an emotional experience in one person that is induced by someone else's affect, that person's observable emotions or feelings.

    Emotional well-being, happy disposition and induced socialization are all everyday benefits of Physical Education as well because with all the activities involved with Physical Education, the body is stimulated to naturally produce and subsequently secrete the so-called happy hormone. This “happy hormone” causes a happy disposition in an individual, thereby inducing socialization upon anyone.  Happy disposition and induced socialization equates to emotional well-being. 

   Everyday benefits from Physical Education truly abound and such are well sustained and carried out with the continuing teaching of the subject as a vital part of the school curriculum.  

Reading is the basic skills upon which all other learning is based. Reading is a very significant activity in a child's life. It is not only an activity that develops skills but also improves the way the brain functions. A child who reads books can develop a better understanding of abstract concepts, excellent writing skills, excellent comprehension skills, , and an outstanding vocabulary. Children start reading at home through the initiatives and proper motivation made by parents. If we help our children to develop their reading skills, surely  they will likely  succeed  what they want in their upcoming future.

         Habada(1997) suggested steps to help children develops their reading habits:

1. The earlier you start, the better.

An infant is reading at that magical moment when it first responds to a parent’s smile, and that reading is all about discovering meaning. As you read to young children, point to the pictures or move your fingers under the words. Children will soon learn that pictures tell a story.

2. Time means Love.

Set aside a regular  time to read. Make a commitment and stay with it. It is necessary to turn down other appointments. Think the positive message it will send to your child.

3. Listening shows commitment

There will be times when your child wants to share or talk about a book he or she read. Make time to listen to him or her. When you must postpone the request, explain why and commit to a time later in that day.

4. Select book that teach values.

As grow older, involve them in selecting books. If possible introduce them to the library and make visits together. Helping your children to select books to read will help them to be better prepared in their own selection in the future.

5. Asses your child’s reading level

Ask your child to read a page aloud. If you hear five or more mistakes, the book is probably difficult. But if the subjects holds the child’s interest, do not deny the opportunity to learn.

6. Teach your child to find information.

When your children ask a tough question about the topic in the book, be truthful. If you do not know just say it but tell him or her that you can help him/her to find out by helping or lead them to the other books to find the answer.

7. Make room for laughter.

Share jokes, nonsense rhymes, funny stories, puns words with silly words. Read aloud stories or examples of humor that appeal to your children.

8. Give the gift of approval.

When your child shares a reading experience, listen carefully and respond positively. Your child want to please you. Your approval is a major source of encouragement.

Let us start planting good seeds through reading. Start developing in our children the habit of reading for us to make them good and productive member of our society. After all, a little encouragement to our children can spark great accomplishment.

         The current curriculum encourages the development of reflective thinking among learners, as they engage in the learning process in classroom. Teachers being in the frontline of the delivery of the curriculum have to find ways to further advance the potentials and skills of learners. It is evident that teachers can make the difference in the experiences of learners in school. Maximizing the time spent in the school through meaningful learning avenues will help better appreciation of learners of acquiring knowledge in school. Hence, journal writing can be a way to inner introspection of learners towards learning. Burke (2015) discussed that journal was a kind of academic tool to summarize and support learning. This is a manifestation that the potential of journal writing is promising to guide the learners to journey in their own learning with the guidance of teachers. Further, facinghistory.org (2019) affirmed that a journal is a catalyst to bridge the aptitude of the students to create their own observation based from different angles and arrived at informed judgment about what they experience in the process of teaching and learning. 

A number of studies suggested the positive effects of journal writing in leaners’ achievement. Linn (1987) on her study the effects of journal writing on thinking skills of high school geometry students founded on the premise that the idea of writing can improve the metacognitive ability of the learners. This led to the findings that it helped the students’ capsulate information, involved in their own learning process, they are able to note their own style of learning. Also, Liao & Wong (2004) ventured on the effects of dialogue journals on L2 students’ writing fluency, reflections, anxiety, and motivation. It revealed that it improved the fluency in writing of the students, reduced anxiety towards writing, and it helped students realize that journal is an significant instrument for self-understanding and self-growth. Hussein (2018) affirmed the findings and mentioned further that reflective writing enhanced the understanding of the learners on ideas in a particular course, improves the mindset towards development, and allowed the students inner thinking.

In conclusion, journal writing can be an effective instrument for the learners in school to utilize to develop the reflective thinking skills. It will allow the leaners to acknowledge and understand their own way of learning. Introspection will also be developed since the learners will organize his thoughts on a basis of thinking about learning. Synthesizing the concepts learned will also be present in the course of writing journal. Teachers handling different subjects may utilize this device in learning to further understand his students learning process. It will be also a diagnostic tool for the teachers since he/she may recognize the misconception on concepts of students on the basis of what the learners have written in his journal. Lastly, it can be an important avenue for learners develop expounding his/her thoughts on the concepts discussed in the classroom. Hence, journal writing is a learning device that will lead learners develop reflective thinking.

Classroom management is one of the utmost important features of being a teacher. It is necessary to have effective classroom management abilities. Classroom management helps uphold discipline among students. Classroom management also helps in the proper use of time and resources consumed on education. Here are some tips on how to manage your classroom effectively:

         Establish Clear Rules

Before teaching anything else, it’s vital for teachers to establish clear rules so students know what they can expect from the class. This way, you’re always sure that your entire class remembers what the expectations are throughout year.

Interact with Your Students

Teachers frequently forget the importance of developing a relationship with their students. This is possible because teachers feel as though they shouldn’t mix work with pleasure, but it’s a crucial part of classroom management. To manage behavior successfully, you need the respect and trust of your learners. If the learners don’t want to listen to what you have to say, then your attempts at classroom discipline will be worthless.

Teach ”In Between” Behaviors

Lecturing is one way that many teachers choose to teach the lesson, but it doesn’t allow them to cooperate much with their class or let them know what behaviors are going on in the room. It can also lead to students not paying attention or become bored. The best way to integrate both teaching and managing is by using active learning strategies. These include putting learners in pairs or groups to make a organized lesson plan that manages the behavior and teaches material effectively.

Be Consistent

Creating and enforcing rules should be done consistently throughout the year, so learners always know what actions will be punished and which ones is not. Once you’ve established rules, you also need to follow through with any punitive action if the rule is broken. This means that if learners talks when they aren’t supposed to, they should serve any form of penalty you have outlined in the rules.

Reward Good Behaviors

Rewarding learners for doing a good job makes them feel as though their actions matter and allows you to reinforce positive behaviors that you’ve observed. One way to do this is to create a chart where learners can track their progress.

Put Yourself in the Student’s Shoes

Before you can effectively discipline a learner, you need to recognize why they’re acting out. Is it because they don’t know the lesson  and need additional help?

Speak With Your Students One-on-One

When learners  know that their teacher will be talking to them one-on-one, they feel less nervous about misbehaving since they are not afraid of the consequences. 

Keep the Classroom Organized

When classrooms are unorganized and there’s mess everywhere, it’s more difficult for teachers to find what they need, and the same is true for learnerss. This makes lessons more confusing and often causes learners to miss information or become unfocused by messes that were not  cleaned up after class period.

It’ll be easier to keep track of where things are placed by organizing your classroom and creating a better learning environment in the class.

Leadership define as the action of leading a group of people or an organization.  Leadership is not really about the exercise of power and authority over others. Rather, it is the exercise of humility in attending to the concerns and needs of others.  CCL(2022), cited 10 characteristics of a good leader must posses :

1. Integrity

Integrity is a vital leadership characteristics for the individual and the organization.  integrity may actually be a potential weakness for organizations, so make sure your organization strengthens the importance of honesty and integrity to leaders at several levels.

2. Delegation

Delegating is one of the essential responsibilities of a leader, but it can be difficult to delegate effectively. The goal is not just to allowed yourself up but it is also to enable your direct reports to mature, facilitate teamwork, provide autonomy, and lead to improved decision-making. The leader built trust in the workplace and on their teams through effective delegation.

3. Communication

Effective leadership and effective communication are intertwined. The best leaders are experienced communicators who are able to communicate in a different ways, from spreading information to inspiring others to instructing direct reports.

4. Self-Awareness

 This is a more deeply focused trait, self-awareness and humility are vital for leadership. The better you understand yourself and know your own strengths and weaknesses, the more effective you can be as a leader.

5. Gratitude

Being grateful can lead to higher self-esteem, reduced depression and anxiety, and better sleep. Gratitude can even make you a good leader. few people regularly say “thank you” in the working environment , even though most people say they’d be willing to work harder for a grateful leader .

 6. Learning Agility

Learning agility is the capacity to know what to do when you don’t know what to do. If you are a “quick study” or are able to excel in unfamiliar conditions, you might already be learning agile. But anybody can adoptive and increase learning agility through practice, experience, and effort. After all, great leaders are really great learners.

7. Influence

For some persons, “influence” feels like a filthy word. But being able to convince people through the influencing strategies of logical, emotional, or cooperative appeals is an important trait of inspiring, effective leaders.

8. Empathy

Empathy is connected with job performance and is a critical part of emotional intelligence and leadership effectiveness. If you show more inclusive leadership and empathetic behaviors toward your direct reports,  you’re more likely to be viewed as a well performer by your leader.

 9. Courage

It can be hard to speak up at work, whether you want to say a new idea, provide response to a direct report, or flag a concern for someone above you. That is the  part of the reason why courage is a key characteristics  of  a good leaders. Rather than avoiding problems or letting conflicts to aggravate, having courage enables leaders to step up and move things in the right path.

10. Respect

Treating people with respect on a daily basis is one of the most significant things a leader can do. It will ease tensions and conflict, build trust, and improve effectiveness. Making a culture of respect is about more than the absence of disrespect. Respectfulness can be shown in many different ways, but it often starts with simply being a good listener who truly seeks to understand the standpoints of others.

Change is inevitable in our workplace setting, a law of management and supervision. No learning institution can exist without embracing advancement, innovation, and metamorphosis.

Hence, the COVID-19 pandemic is constantly evolving, with leaders facing unpredictability, imperfect information, multiple unknowns, and the need to identify the responses quickly – all while recognizing the multi-dimensional (health-related, economic, physical, emotional, and cultural) nature of the crisis.

As a head of the learning institution, my main responsibility is to run the school with a special provision on risk management to ensure that the children, teachers, and parents are safe and secure from the persisting effects of COVID-19.

To ensure the safety of the school clientele, I will demonstrate my leadership through ADAPT actions:

1. Activate PTA in the crafting and implementation of the school learning continuity operational plan;

2. Develop Strategic Plan to create strategic directions;

3. Adjust and address the immediate impact of the pandemic through sustainable strategies and communication with different stakeholders;

4. Protect the well-being of children, teachers, staff, and parents from persisting effects of COVID-19; and

5. Train and empower our teachers to develop their knowledge, skills, and attitudes to become agile, resilient, and change-ready.

As a catalyst and torch of light in our respective school, I’m responsible for empowering my people to establish collective accountability for a greater result; creating inno-morphic organization for critical and strategic thinking; anticipating the needs, trends, and options; creating a linkage and leverage with local stakeholders; and integrating PRAISE system in all programs and projects.

As we strive to make a better working and learning environment, let us embrace the culture of the Bayanihan System as a support to create an innovative, adaptive, informative, and inclusive caring school climate where the teachers innovatively and creatively perform their roles in supporting the learning to reach their full potential.

ABSTRACT

This study utilized the descriptive predictive correlational using a questionnaire as the main tool in data gathering. Data collected were analyzed using SPSS software wherein the frequency, percentage distribution and correlation of the variables as well as multiple regression were utilized in the interpretation of data. Majority of the respondents are female, age 65 years old, with a presence of comorbidities, have graduated elementary education, with a support from significant others and have at least 10-meter distance from home to vaccination site. Gender, age and presence of comorbidities are found as significant predictors of COVID-19 vaccine acceptability. Further, all variables: knowledge, beliefs and attitude added statistical significance to the prediction as COVID-19 vaccine acceptance at p< 0.05. The knowledge, beliefs and attitude of the respondents significantly associate with the vaccine acceptability. Therefore, when respondents are knowledgeable about COVID-19 vaccine, who believe that COVID -19 might be highly severe for them and have this attitude that COVID-19 have a significant impact on their health were found to be significantly linked to vaccine acceptability.

Keywords: Social Sciences, COVID-19 Vaccine Acceptance, Senior Citizen,
                  Multiple Regression, ANOVA, Pagadian City

The coronavirus disease 2019 (COVID-19) pandemic has continued to spread worldwide, imposing enormous disease burdens and severely disrupting social and economic development (Wang, 2021) . There have been more than 236 million confirmed cases of Covid-19, including 4.8 million deaths, and the disease has caused an on- going global pandemic (Sugawara, 2021). According to the World Health Organization and Centers for Disease Control and Prevention, people who are older have a higher risk of severe illness and mortality of Covid-19. Older adults are among the highly exposed group of individuals affected by Covid- 19 pandemic and considered as one of the vulnerable groups to get vaccinated against the spread of the infection (Khiari, 2021).

Vaccination is the most successful and cost- effective health interventions to prevent infectious disease, the most effective way to fight the Covid-19 pandemic. Covid-19 vaccine was made after so many efforts, it still encountered major challenges to get public acceptance especially older adults. Vaccine hesitancy and refusal are the major threats to public health. Such behaviors could limit the vaccination goals, and undermine efforts to combat Covid-19. Vaccine hesitancy is defined by the World Health Organization (WHO) as “Vaccine hesitancy refers to delay in acceptance or refusal of vaccination despite availability of vaccination services. On the other hand, vaccine acceptance is defined by “the degree to which individuals accept, question, or refuse vaccination.” It is a determinant for vaccine uptake rate, and consequently vaccine distribution success (Sirikalyanpaiboon, 2021). Globally, the overall acceptance of Covid- 19 vaccine was very low with 14.8 % of participants unable to accept the Covid- 19 vaccination (Ayele, 2021). A series of nationwide surveys shows that Filipinos are hesitant to receive COVID-19 vaccines, with almost half of Filipinos not willing or unsure whether they should be vaccinated. The level of hesitancy is higher in the Philippines compared with other countries in the region. The World Health Organization Philippines calls out for accelerated efforts by local government units (LGUs) to vaccinate all senior citizens. To date, only about 25% of this vulnerable group have been fully vaccinated, leaving 6.4 million of the elderly at increased risk of severe illness and death.

The elderly is at the highest risk of the most severe outcomes of COVID-19. Seven out of 10 COVID-19 deaths in the Philippines are from this group. As older persons became more aware of the importance of vaccines, their concerns about potential hazards from immunization grew. For all vaccines administered to this demographic, it will be critical for public health communication to address these concerns (Gallant A., et al., 2021). There is no published quantitative information on the experiences of local senior residents in the community, despite the fact that there is existing research concerning predictions of the public towards vaccinations. This led to the study of the elderly in Balangasan district to assess the knowledge, beliefs, attitude, and acceptance of Covid-19 vaccines to serve as a guide. Therefore, this study aims to assess the acceptance of Covid- 19 vaccine and identify factors that predict its acceptance among older adults in Pagadian City.

         The study utilized the descriptive- correlational- predictive research design. Descriptive research refers to research that provides accurate portrayal characteristics of a particular individual, situation or group. This design uncovered new meaning describing what exist, determining the frequency with which something occurs and categorizing information

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Reading is not a "natural" activity that develops on its own. It calls for the appropriate instruction of a number of abilities and techniques, such as understanding of the phonics, or correspondence between letters and sounds. The procedures followed in order to develop these abilities are quite easy to understand.

Encourage your youngster to listen, recognize, then manipulate basic sounds in words by playing word games. Create daily opportunities for them to improve their reading abilities to immerse your child in a world rich in print. Children can make associations between letter symbols and sounds by seeing printed words, which they can then use.. Encourage your child should listen, recognize, then manipulate basic sounds in words by introducing them to simple word games. Ask them which vowel makes a sound that is similar to the center sound by saying each vowel sound loudly.

Children frequently receive rewards for finishing tasks and rising to new levels.

One of the finest methods to teach children to read and foster a lifelong love of reading is by reading to them. Common sight words would be those that must be recognized immediately and cannot be simply sounded out. "See the words, say the word" is a learning method for learning sight words. At the age of four, the majority of kids will be able to pick up a few sight words.

Reinforcing pre-literacy abilities is the first step in teaching a child can read. Most children will begin to read formally between ages of five and seven. No two people will learn to read at same time or pace, so patience and perseverance are essential. Additionally, kids have additional options for interacting with books they were reading, including the ability to follow tales with more intricate details. Even while very young children might not grasp what you are reading, they will learn how books are put together and how to identify print from pictures. In order to promote a love of literature in children, parents were urged to read to them.

Children can learn to read the words they already are acquainted with through the aid of images and repetition. Most children's books contain 50–75% Dolch list words, therefore they are likely to appear in most kid-friendly books.

Lifting a finger for each unfamiliar word can help you determine whether a book is too challenging for an early reader. Save the book to later if any page has more than five words the youngster doesn't understand. Examine graded readers, and consider employing a number of levels and progression to guarantee a range of vocabulary and a steady escalation of difficulty.

Most first graders have between the ages of six and seven and have already completed kindergarten. Others are just starting to sound out words, while some are already proficient, independent readers. First graders typically have a strong interest in rules, games, and developing friendships with their peers. They can still be quite emotional even while they are developing new levels of personal, or even the capacity to manage impulses and instincts.

Working hard to create a supportive community is one of the most crucial things you could do as a first-grade teacher. Children in the first grade need to feel comfortable taking chances and then that school is indeed a setting where they could have pleasure. The community-building techniques listed below work particularly well with first graders.

The enormous diversity of literacy abilities that students display at this age may overwhelm teachers. A balanced literacy strategy is often the best way to help first grade students read and write more fluently. Encourage first-graders who are already proficient readers to select more difficult texts.

In order to give a good education experience in first grade, use a multifaceted approach. To learn about the care of animals, kids can create their personal class encyclopedia and arrange for visits to their own pets. Students have to learn how to collaborate in order to complete a significant assignment for a class or team project.

For first graders, sensory learning is crucial as they transition from primarily physical learning to much more conventional teaching strategies. To maximize each student's learning potential, incorporate all four major learning styles into to the classroom, particularly visual, auditory, kinesthetic, and auditory-digital. This helps first graders get ready for standardized tests, end-of-year evaluations, and higher grades.

A first grader's education must include time for play and physical education. First graders often receive recess during the school day so they can play and run around. Make sure to schedule time each day for physical education or unstructured play in the classroom if your school doesn't.

The goal of the Department of Education, Culture, and Sports in the Philippines is to ensure that everyone has equitable access to basic education of the highest standard. In the Philippines, six out of ten families lacked access to a basic education in 2016. In 2017, only five out of ten families still did so. Simply put, they wealthy have better educational opportunities than the underprivileged.

In the Philippines, about 25% of people are considered to be below the poverty level. Many children are determined to seek something to do because it is expensive to take your child to school. This covers everything from begging to scavenging to working for pay in order to support their family.

According to a Malacaang statement, 5,000 administrative officer positions were created to relieve instructors of their administrative responsibilities during the pandemic season, as well as a total of 11,580 teachers are hired. This year, 17,636 people received training in early-grade language literacy, including 15,331 teachers and school administrators who received graduate scholarships. Following the loosening of mobility limitations brought on by the epidemic, full face-to-face lessons were introduced at public schools last month.

Over the past two years, a number of kids have chosen web - based learning and classes as a result of the Covid-19 pandemic as well as the ensuing lockdowns. Using technology to close this gap is one option that might be taken into consideration

The creation and implementation of initiatives that close learning gaps and provide seamless and uninterrupted educational pathways for all students must be a priority for educational authorities and institutions. Systems will need to improve learner resilience over the long run in order to develop situations where each person has the skills necessary to realize their full potential.

Since these gaps may affect the learning outcomes of students if they are not closed, closing the participation in higher education is crucial. Here are a few tactics instructors can employ to successfully close the learning gap. Students will do better in class discussions if you ask them questions they are accustomed to answering. Baseline readiness evaluations can be used by teachers to pinpoint ability gaps and create individualized lessons.

Teachers can assess students' learning and ability gaps by asking questions. To assess students' comprehension, they can set up a group one or interview. They can get a sense of where their pupils are in the learning process by analyzing past summative examinations. Economics, social science, survey design, as well as other study areas can all benefit from using interviewing techniques.

According to the United States Department of Education, up to one in six American students miss class frequently enough to be classified as chronically absent. Absenteeism can have serious detrimental repercussions on the a student's education that frequently last into adulthood. Students of race, those living in poverty, and those with impairments or long-term health issues also have disproportionately high absence percentages.

For pupils to feel more secure in the classroom, a very little bit of work from home can go long way. Families should collaborate with schools to assist their children remain on course because people with mental health difficulties can also be good excuses for absences from school.Encourage a healthy diet and regular exercise because both are crucial to a child's wellbeing.

Today, spontaneous absences from school for a variety of causes are referred to as absenteeism and have become a typical occurrence in schools. This behavior is said to be detrimental in the long running because it not only affects the absentee's performance but it also instills a carefree attitude. In this post, you can learn about the various reasons as well as the steps that could be taken to avoid it.

Punctuality but also regular attendance are vital for the proper running for each year level inside the school. Despite the fact that attendance is required, about half of the pupils are unable to attend the flag ceremony. A student's day is ruined and the lesson is disrupted when they arrive late to school. Students who are frequently late may be subject to "administrative detention". For teachers in elementary and secondary schools, absenteeism is a serious concern.

It harms both the academic performance of the pupils and the school, as it may result in tardiness and morale issues. Overwhelming amounts of homework and occasionally exam anxiety keep kids out of class. One of the causes of absence is a lack of seating in the school library or other poor infrastructure facilities.

The steps to prevent absenteeism are simple to implement and open to everyone. Students will be eager to go to school if a school includes extracurricular activities in their curriculum. It will be very beneficial to establish an environment free from harassment and bullying. A change will continue to occur indefinitely in a secure and encouraging environment.

While parent but also community involvement has been a cornerstone for public schools, more acknowledgement and support of these cooperative efforts is required if we are to ensure that students reach their full potential. High-quality schools have a track record of collaborating with families, the community, and other organizations to enhance student outcomes across the board. According to research, students have a higher chance of succeeding whenever schools, parents, families, or communities come together.

Immigrant or non-English speaking families can participate in their children's education in such a number of ways with the support of schools and community organizations.Parental liaisons who can connect their school or families to culturally and linguistically diverse community resources can help parents know how to assist their child's education through bilingual resources and staff.

A large, national program called Community In Schools (CIS) works to keep kids in school. Alternative high schools with day and night classes are one thing CIS aids in offering. CIS is a place for students can feel secure and that someone genuinely cares about their well-being. During my freshman year, I had to deal with more domestic problems and bullying at school.

I pleaded to be put to the a private school because I really didn't want to attend schools at that point.

There were fewer pupils in my class, which allowed the teachers to get to know me much better. They served as some of my main sources of inspiration for wanting to become a teacher.

Cooperation between the community and schools has several advantages. Students are allowed to apply what they learn at school to a worthwhile project. Graduation rates for kids rise when communities and schools work together. When schools teamed up with the community, student test scores for achievement tests increased. As better school attendance is, the more ties there are between the community and the school.

Relationships between schools and the outside organizations are polite and cooperative and are known as school-community partnerships. By bringing in more programs and services, partner organizations may assist school districts and schools in establishing and enhancing healthy learning environments. This article explains what share and develop are and the research that shows whether they help children succeed academically and socially. Improved student involvement, academic results, and individualized support to students and families can all be a result of partnerships. By integrating partner organizations into staff training on emotional and social well-being, restorative behavioral techniques, and equity, schools can enhance collaborations at the staff level. They can also offer partner groups official opportunities to contribute to the a school's growth strategy and support partnership stability.

At the end of a lesson, every instructor sets educational goals for each of his or her students. Dr. Benjamin S. Bloom, an American academic, thinks that education should foster higher-level thinking in addition to topic mastery rather than requiring students to just retain what is being taught to them. He favors in-depth research to uncover new theories and information that will alter behavior.

Good educational goals are time-bound, relevant, measurable, reachable, and related to the learner's daily life. The 3C approach must be adjusted for a given goal. According to the 3C technique, educational objectives have to be distinct, constant, and coherent.

Create a purpose that is quantifiable or measurable. Standards could be set effectively in this way.

The difficult field of educational leadership demands overcoming many difficult obstacles. In order to make sure that every attempt is worthwhile and that every goal is feasible, an objective must be achievable or realistic.

It must also be pertinent. Create a strategy that is relevant to the current scenario. Every initiative should be put into action and planned to generate buzz and beneficial development for all parties involved.

An educational objective must also have a deadline. Give students enough time to demonstrate their new abilities.

According to Robert Mager, meaningful objectives can be created with the aid of performance, conditions, and criteria. The intention of the school and its intended outcomes should be expressly stated in the educational objectives. Educational goals should also outline or explain what participants are expected to perform in order to support the mission and realize the vision.

Your expectations of your students can be expressed in an educational objective, which can help you when you're creating lesson plans, assessments, quizzes, and even assignment sheets. Writing educational objectives follows a certain formula. You can write good educational objectives for yourself and your pupils if you can grasp that formula. In the world of higher education, the cognitive dimension receives the greatest attention. The cognitive domain is broken down into a hierarchy with six levels that are focused on intellectual and academic learning. You should look for proof to back up any new assertions or deductions you make while learning.

Schools seek for ways to enhance their operations and give kids the best education possible every year. Teachers, parents, and policymakers all contribute to education leadership, which is a collaborative effort. Through procedural, training, and resource enhancements, educational leadership primarily aims to ensure academic success.

Each shareholder employs a combination of hard and soft talents, community resources, and personal vision to address the requirements of their educational system or institution. A specific primary or secondary school's pedagogical mission must be shaped, outlined, and guided by the principal.They seek to create a climate that is supportive of each student's success by setting the example for high standards and expectations for such entire student population.

Assistant principals support their direct superiors in creating a learning-centered environment in well to enforcing the conduct standards for faculty and students. They may interact with kids or their guardians to address behavioral concerns, uphold the attendance systems, guarantee the implementation of the principal's objectives for academic success, and perform a variety of other regulatory duties.

The position of student affairs dean may indeed be viewed as primarily administrative, but it also requires extensive engagement with students and organizations that support them. 

The creation of possibilities for faculty is the focus of the dean of faculty's work. They are in charge of hiring new faculty members, promoting tenured professors, and fostering junior and non-tenured professors or instructors. They might collaborate with the university's resources to develop degree plans that make the most of the department faculty members' skill sets.

A key link between both the school board, the many institutions in a district, and the federal or state oversight agencies is the school superintendent. They are in charge of overseeing the district's implementation of laws, regulations, and policies. They must not only keep up-to-date on financial, political, or legal issues; they must also critically evaluate the demands and objectives of a challenging educational environment that they are in charge of.

The worldwide COVID-19 pandemic had significantly disrupted daily life. According to experts, a full academic year could be lost, which would leave an entire class of kids hopelessly behind in their education. To make an informed policy to get ready for the new norm in schooling requires collaboration across all educational levels. The government's promise to back programs that use crises as an opportunity to quicken reform, strengthen system resilience, and back decentralization Learn about what nations, including Singapore, are doing to address the opportunities and difficulties of a post-COVID education future.

How to more successfully navigate the difficulties of the new normal of education is the key question for educators, learners, and those who belong in this field. Many schools considered employing technology to address their problems, including the internet, portable radios, radio broadcasts, films, restricted face-to-face interactions, and other methods. Therefore, developing good time management skills should be taught, encouraged, and ingrained. Equal collaboration and partnership between instructors, parents, and students are urgently needed. During the epidemic, effective online education was more of a collaborative effort than a one-man show.

It necessitates meticulous planning and coordination. Teachers who teach the same subject should develop a distinctive video lesson anchored to the most crucial competencies. Students should be given a specific place in their home to utilize as a study region.

When obtaining a diploma and acquiring new skills during and beyond COVID-19, making modifications to one's lifestyle calls for an open mind as well as new habits both inside and outside of the classroom. The majority of institutions are using a hybrid approach to curriculum delivery, where some classes will be taught in person and some online.

Due to the epidemic striking during critical stages of their physiological, social, and emotional development, children may be most affected. Families with children have indeed been especially severely struck by economic loss, housing and food poverty, and changes in health insurance. Some kids' scheduled appointments for routine immunizations or preventative treatment during the epidemic were impacted. Although telemedicine use has grown, it hasn't grown enough to make up for total service consumption losses.

Utilization of children's mental health services decreased despite increased signs of anxiety and depression. According to estimates, almost 43,000 children have lost their parents as a result of COVID-19.

Educational Innovation Paper Outline

Title of Innovation:    Para sa BATA, Kakayanin!

Innovation Category :  Learning Environment Improvement

(Specific Area: Stakeholders Engagement & Partnership)

Name of Innovator:  JO  ANN S. CABRERA – Teacher III

School/Office, District, Division: A.L. Jayme Elementary School , District IV-B

Division of Bacolod City

Contact #: 09633453612/09434988279

OVERVIEW

         Stakeholders in Education are people and we know people are the heart of the education system. In stakeholders engagement and partnership lie the resources, information, and opportunities, the love, caring and wisdom needed to support the goals of the education system – creating the conditions for our kids to thrive now and in the future. (Bridgitte Alomes/Nov.4, 2020)

         Every adult, if seen, heard and valued for their strengths and gifts, has much to offer directly and indirectly to the growth and development of children. Family, school and community stakeholders are resources and opportunities, learning and play for our kids. They are sources of inspiration, hope and resilience.

         This innovation  help us solved our problem in times of crisis such as Covid-19,many  in printing of our modules. The problem arise in the pick of the pandemic last year March 2020, resources are just limited. During the time of the pandemic, it was not easy tapping our parents, donors and stakeholders due to the scarcity of everything and everybody is affected of the situation. I still remember the day , when my principal Maam Maricor Daprinal need to set down in her office and talk about the continuity plan of our school despite of the pandemic. Never a dull moment, listening to our school head, her passion and exemplary  service to our school with out asking in return. And that kind of example must continue also. After that meeting, as a GPTA secretary, I called up our GPTA President  ( Ramon Lladoc) and the rest of the officer, I ask the help of our BSP , Bacolod City Council for the community work that I’m planning to do,  and even talk to our Brgy. Captain here in Mansilingan, Brgy. Capt. Rodolfo Pico to lay down our problem from that moment of time. As a teacher, at the same time the league president here in A. L. Jayme Elementary School, District IV, it is always been my passion to extend my service to everyone. As my motto in life ; “If ye are in the service of your fellow being, ye are also in the service of God.” He will always find away to help us, his servant at all times, in all things and in all places.

I grew up in a poor family and I know how it felt to have nothing at all cost. It’s started on March 23, 2020 when I post in my facebook account, “Bugas for A Cause”, for our trisikad and tricycle driver (mostly those drivers are parents of our learners), Bread for a Cause for our learners, Bugas for A Cause for colleagues here in Jayme, Frozen foods, milk, biscuit, tsinelas, bondpaper and ink for a Cause and the one we are thankful for is the Risograph for a Cause that is really our need , to ease the burden for printing of modules, and many more, and everything just follows with the love and support of my Jaymenian family and our stakeholders. Blessings poured out not just to our trisikad drivers, to our parents, frontliners teachers but most of all to our learners that despite of the pandemic, more than 3,000 Jaymenian learners are eager to continue their education.

As stated in our DepEd Mission and Vision, family, community and other stakeholders are actively engaged and share responsibility for developing lifelong learners. Through this Innovation the school continuity plan are made possible because of the generosity of  people behind this activity. Printing of modules where faster than we are expected because, we have enough bondpapers , ink and most of all our prayers were answered because of the generosity of our stakeholoer who donated our Risograph . The machine itself is a great help to us Jaymenian! Yes it does! And we are forever grateful for our major stake holder who donated our Risograph machine, to our parents, LGU , and the support system we had in Jayme , from our school head down to us “teachers” is priceless in times like this. This worked is not possible with out them on my side, it is them that motivated me to move , it is them that makes me realized more that teaching is not only in the four corners of my classroom but to engage more in the community where I belong.

Innovation/Research Description

         “If ye are in the service of your fellow being, ye are also in the service of God.” My father taught us to extend help “ mentras kaya ninyo magbulig, bulig gid” I grew up with that motto in life and I’m forever grateful for it. This worked is not possible with out the help of our stakeholders, LGU, our parents and colleagues. Our stakeholders, play an important role in my journey towards my passion in helping other people. For one simple post in social media, it creates a great impact not just to our school but most especially to our pupils. It really takes a village to help and educate a child. Tapping our stakeholders, is really a big help in order this campaign and innovation will be successful. And it is a successful one, positive outcome were made possible for their financial assistance. I was able to raise more than million pesos for cash and in kind donations. My campaign for Bugas for a Cause, bread, tsinelas, frozen food, milk, biscuits, bondpaper , ink and Risograph machine , were made possible because of the trust and support system we had in our institution. And we are lucky enough to have a generous stakeholder that donated our Risograph. This machine is very helpful to us, teachers in printing our modules from the time it was turned over to us upto the present. From this kind service I extend to other people I was able find ways to help our school and our community in times of New normal.  It is  during this pandemic also I was able to wrote a song entitled “ Oh-COVID 19 that where used in Araling Panlipunan lessons!

INNOVATION STATEMENT

            My primary goal is to help my community , my institution and our learners by making various campaign whole year round, with the help of our stakeholders, because I believe in working together, pooling our resources and building on our strengths, we can accomplish great things Para sa Batang Jaymenian. I’m always happy in working and serving other people, through this service I was also nominated as “Lingkod Bayani Awardee” in the
Civil Service Blog Spot this year.

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The change from conventional to online learning in the educational process has resulted in a paradigm shift in the way education and instruction are conducted. The teacher and students do not have to be in the same room to complete classroom activities while they are learning online. The frequency with which it was utilized during the COVID-19 outbreak was much higher, even though it had previously been employed in homeschooling programs. Traditional classroom education is quickly being replaced by online learning. It's a surprise to both the teachers and the kids. This means that more and more students are at risk of failing their studies.

For example, teachers have issues in this new environment due to student absences, low attendance, and restricted or no internet connection at home when taking online courses. Administrators, teachers, and students alike will find this difficult. Innovating new approaches to handle these issues may lead to tentative solutions for improving education in the country.

Teachers and administrators show their creativity as they adjust to the shifting conditions of their work environments. For their class, the textbooks and other learning materials are constructed and translated, converting from hardcopy to softcopy. Electronic book formats are being created from traditional paper book formats. This has led to the digitization of instructional resources. Using smart devices to make it available to students over the internet Another possibility being explored by educators is making e-remedial intervention activities available to pupils who do not have regular access to the internet.

All students should have equal access to education. To help students who are having difficulties in their modular studies, a short face-to-face class has been introduced. This should be available to all pupils. Hybrid classes are one way to help students who are on the verge of failing their subjects. Students enrolled in both the classroom and online classes can see their teacher at the same time thanks to the usage of hybrid learning. Consider the stability of your internet connection when using this method.

Teachers and students alike benefit from these advancements in educational methodology as they grapple with the challenges of an ever-rising quality of life. However, even if students are unfamiliar with the manner lectures are delivered, the fundamental purpose of educators is to offer lectures in an environment where students may be developed to their full potential. Even if the teachings are given in a manner that is unfamiliar to the pupils, this is the case. For a school to be creative, it must have leaders and instructors who are innovative themselves. As a school, we must have an overall commitment to innovation, as well as an understanding of how innovation works and a willingness to cope with the inevitable challenges.

Effective lesson planning helps students achieve successful learning outcomes in several ways. A well-designed lesson plan assists students and teachers in understanding the objectives of learning material and allows teachers to turn the curriculum into learning activities.

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It can be difficult to teach scientific knowledge virtually or in blended classroom settings.   One of the most impactful methods for providing instruction is through the 5E educational design. These resources can assist teachers in remediating core skills, reteaching theories, and even preparing for screening. Schoolchildren can investigate ideas by creating their investigation and prosecution and modeling techniques.

Enable students to experiment with the modeling by posing a simple challenge. This stage also encourages students to articulate their reasoning. Lingering questions can be used to provide answers or to describe a phenomenon.

There are numerous differentiated instructions available to assist learners in comprehending their world through scientific knowledge. One of the most important facts to notice is that one's responsibility as a teacher is to make sure that pupils comprehend how the method of science works. Students undertake an experiment with explicit guidance and a scaffold for their scientific study. Students investigate the materials needed to build and exam their fair research, maintaining differential screening in mind. Station-based substitutions can be an enjoyable way to connect all of the channels to create a scenario, such as a forensic examination.

The goal of peer-led team learning (PLTL) is to encourage and support students to educate other students. This method works best in school systems where senior students are paired with younger students. PLTL can also be employed to pair students with ample specific topic proficiency with students who need assistance. Differentiation refers to the method of ensuring that learners of all stages can participate in your learning experience. You might want to generate homework assignments with varying tasks or difficulty levels, as well as a wide range of activities from which students can also choose.

As students incorporate talk, conversation, and crucial interactions, these structures and supports can be excluded over the period. An elevated motivator, whether it's a prototype, a sample, an instructor demonstration, a video, or an image, is an excellent method for introducing or reaffirming conceptual frameworks. It stimulates previous knowledge and starts a discussion about the topic of interest. It helps students improve their observation and skills in communication. It also gets them excited for the fantastic learning experience you're almost certain to convey. Language learning, political science, and another subject area can all benefit from inquiry-based learning.

The Department of Education (DepEd) is responsible for ensuring access to quality education for all Filipinos. The agency employs a wide range of professionals, including teachers, administrators, and support staff, including Administrative Assistants. In DepEd, Administrative Assistants perform a range of tasks that go beyond the typical office duties.

One of the additional tasks that Administrative Assistants perform in DepEd is assisting in the management of student records. This involves maintaining accurate and up-to-date records of student enrollment, grades, and attendance. Administrative Assistants also assist in the preparation of reports related to student performance and progress.

Another task that Administrative Assistants perform in DepEd is providing administrative support to teachers and school administrators. This may include scheduling appointments, arranging meetings, and coordinating events. Administrative Assistants may also assist in the preparation and distribution of instructional materials.

Administrative Assistants in DepEd may also be responsible for coordinating the procurement of supplies and equipment. This involves identifying the needs of the school, sourcing suppliers, and managing the delivery and inventory of materials.

Finally, Administrative Assistants in DepEd may be responsible for managing the school's social media accounts. This involves creating and posting updates, responding to comments and messages, and monitoring the account's performance.

In conclusion, Administrative Assistants in DepEd perform a range of tasks that go beyond the typical office duties. From managing student records to coordinating procurement, Administrative Assistants play a vital role in ensuring that schools run smoothly.

References:

Department of Education. (2022). About DepEd. https://www.deped.gov.ph/about-deped/

JobStreet Philippines. (n.d.). Job Description: Administrative Assistant. https://www.jobstreet.com.ph/en/job-description/administrative-assistant

Administrative Assistants play a crucial role in the daily operations of schools in DepEd. They serve as the backbone of the school's administrative functions and provide support to teachers, students, and school administrators. The qualities of an effective school Administrative Assistant include:

Attention to detail: School Administrative Assistants must have strong attention to detail and be able to accurately maintain records, schedules, and other important documents.

Organizational skills: They must have excellent organizational skills to manage multiple tasks and responsibilities efficiently. They should also be able to prioritize tasks and meet deadlines.

Communication skills: Effective communication is essential for Administrative Assistants in DepEd. They must be able to communicate clearly and professionally with teachers, students, and parents.

Customer service skills: Administrative Assistants must have excellent customer service skills to interact with parents, students, and visitors to the school. They must be able to handle inquiries, complaints, and requests for assistance with tact and diplomacy.

Adaptability: The school environment is often fast-paced and unpredictable, and Administrative Assistants must be able to adapt to changing situations quickly.

Technical skills: Administrative Assistants in DepEd must be proficient in the use of technology, including Microsoft Office Suite, email, and social media platforms. They must also be able to navigate the school's information management system.

Professionalism: Administrative Assistants must conduct themselves in a professional manner at all times. They should maintain confidentiality, dress appropriately, and demonstrate a positive attitude.

In conclusion, the qualities of an effective school Administrative Assistant in DepEd include attention to detail, organizational skills, communication skills, customer service skills, adaptability, technical skills, and professionalism. These qualities are essential for ensuring that schools run smoothly and effectively.

References:

DepEd Order No. 38, s. 2022. (2022). Guidelines on the Implementation of the School Administrative Assistant 1 and 2 Positions in the Department of Education. https://www.deped.gov.ph/wp-content/uploads/2022/02/DO_s2022_038.pdf

The Balance Careers. (2021). Skills Required to Work as an Administrative Assistant. https://www.thebalancecareers.com/administrative-assistant-skills-2062430

The Administrative Assistant is a vital member of the school staff in DepEd. They play a critical role in ensuring that the school's administrative functions run smoothly, which in turn contributes to the delivery of quality education to students. The work of the Administrative Assistant in school is highly fundamental in DepEd, and here are some reasons why:

Maintaining accurate student records: Administrative Assistants are responsible for maintaining accurate and up-to-date student records, including grades, attendance, and enrollment. This information is crucial for teachers, administrators, and parents to monitor student progress and identify areas that need improvement.

Supporting teachers and administrators: Administrative Assistants provide administrative support to teachers and administrators. This includes scheduling appointments, coordinating meetings, and managing the distribution of instructional materials. This support enables teachers and administrators to focus on their primary roles, which is to deliver quality education to students.

Coordinating procurement: Administrative Assistants in DepEd are often responsible for coordinating the procurement of supplies and equipment. This includes identifying the school's needs, sourcing suppliers, and managing the delivery and inventory of materials. Efficient procurement management ensures that teachers and students have the necessary resources to support learning and teaching activities.

Managing social media accounts: Social media is an essential communication tool in today's world, and many schools in DepEd have their social media accounts. Administrative Assistants are often responsible for managing these accounts, creating and posting updates, and responding to comments and messages. This enables schools to stay connected with students, parents, and the wider community.

Providing excellent customer service: Administrative Assistants in DepEd are often the first point of contact for parents, students, and visitors to the school. They must provide excellent customer service by responding to inquiries, complaints, and requests for assistance with tact and diplomacy. Providing excellent customer service helps to create a positive image of the school and encourages parent and community involvement in school activities.

In conclusion, the Administrative Assistant's work in school is highly fundamental in DepEd. They play a vital role in ensuring that the school's administrative functions run smoothly, supporting teachers and administrators, coordinating procurement, managing social media accounts, and providing excellent customer service.

References:

Department of Education. (2022). DepEd Order No. 11, s. 2022: Guidelines on the Preparation and Checking of School Forms. https://www.deped.gov.ph/wp-content/uploads/2022/01/DO_s2022_011.pdf

Philippine Business for Education. (2017). The Role of Administrative Assistants in DepEd Schools. https://pbed.ph/the-role-of-administrative-assistants-in-deped-schools/

Working as an Administrative Assistant in DepEd can be a challenging yet rewarding experience. It is a critical role that requires attention to detail, excellent organizational skills, and the ability to work well under pressure. Here are some insights into what it is like to work as an Administrative Assistant in DepEd:

A fast-paced work environment: Administrative Assistants in DepEd work in a fast-paced environment that requires them to multitask and manage competing priorities. They must be able to manage their time effectively, prioritize tasks, and work efficiently to meet deadlines.

Collaboration with teachers and administrators: Administrative Assistants in DepEd work closely with teachers and administrators to support the delivery of quality education to students. They must be able to communicate effectively, work collaboratively, and provide administrative support as needed.

Opportunities for professional growth: Working as an Administrative Assistant in DepEd provides opportunities for professional growth and development. There are opportunities to attend training programs, workshops, and seminars to enhance skills and knowledge.

Challenges in managing student records: One of the most significant challenges of working as an Administrative Assistant in DepEd is managing student records. It requires a high level of accuracy and attention to detail to ensure that student records are up-to-date and accurate.

Importance of customer service: Administrative Assistants in DepEd play a crucial role in providing excellent customer service to parents, students, and visitors to the school. They must be able to handle inquiries, complaints, and requests for assistance with tact and diplomacy.

Contribution to the education system: Working as an Administrative Assistant in DepEd is a fulfilling job that contributes to the education system's development. By supporting teachers, administrators, and students, Administrative Assistants contribute to the delivery of quality education to students.

In conclusion, working as an Administrative Assistant in DepEd can be challenging but rewarding. It requires excellent organizational skills, attention to detail, the ability to work well under pressure, and a commitment to providing excellent customer service. It provides opportunities for professional growth and development and contributes to the delivery of quality education to students.

References:

Department of Education. (2022). DepEd Order No. 38, s. 2022: Guidelines on the Implementation of the School Administrative Assistant 1 and 2 Positions in the Department of Education. https://www.deped.gov.ph/wp-content/uploads/2022/02/DO_s2022_038.pdf

TopResume. (2022). Administrative Assistant Job Description: Salary, Skills, & More. https://www.topresume.com/career-advice/administrative-assistant-job-description

The lack of infrastructure is a significant challenge facing education in many remote areas in the Philippines. Without proper infrastructure, schools cannot provide a safe and conducive learning environment for students. This lack of infrastructure may include inadequate classrooms, lack of water and sanitation facilities, and limited transportation options, among others.

One of the most significant issues with the lack of infrastructure is the inadequate classroom situation. Many schools in remote areas do not have enough classrooms to accommodate all students. This situation forces students to cram into overcrowded classrooms, which can negatively impact their learning experience. Overcrowded classrooms also make it difficult for teachers to provide individualized attention to each student, which is essential for effective teaching and learning.

Inadequate water and sanitation facilities are also a significant issue in schools without proper infrastructure. Without access to clean water, students are at risk of contracting diseases that can lead to absenteeism and disrupt their learning. Additionally, the lack of sanitation facilities can create an unsafe environment for students, leading to health issues and discomfort. This situation can also disproportionately affect female students, who may miss school due to inadequate facilities for menstruation.

Transportation is another critical infrastructure need in many remote areas. Some students must walk long distances to reach school, which can be dangerous, especially for younger students. Additionally, lack of transportation options can make it difficult for students and teachers to attend school regularly. This situation can lead to absenteeism, which can negatively impact academic performance and hinder educational progress.

The lack of infrastructure in schools also makes it difficult to attract and retain quality teachers. Teachers require a conducive and safe environment to work effectively, and without proper infrastructure, they may not be able to perform their duties adequately. This situation can lead to a shortage of quality teachers, which can have long-term negative consequences for education in the affected areas.

In conclusion, the lack of infrastructure is a significant challenge facing education in many remote areas in the Philippines. It is essential that the government and other stakeholders address this issue to provide a safe and conducive learning environment for students. This can be achieved by constructing more classrooms, providing clean water and sanitation facilities, and improving transportation options. By doing so, students will be able to learn in a safe and healthy environment, and teachers will be able to perform their duties effectively. Additionally, this will help attract and retain quality teachers, which is essential for improving the quality of education in remote areas.