In recent years, social media platforms have gained significant popularity, and their potential for educational purposes has been increasingly recognized. Among these platforms, TikTok has emerged as a unique and dynamic platform that captivates users with short-form videos. This article aims to explore the usage of TikTok in Korean language education and its potential benefits for language learners.

Engaging and Authentic Content:

TikTok offers a wide range of user-generated content that reflects real-life situations, trends, and cultural aspects. This authenticity and relevance can be leveraged in Korean language education to provide learners with engaging and authentic language input. By incorporating TikTok videos into language lessons, educators can expose learners to various vocabulary, expressions, and cultural nuances in a fun and interactive manner.

Language Practice Opportunities:

TikTok's interactive features, such as duets and challenges, provide language learners with opportunities to actively participate and practice their Korean language skills. Learners can create their own TikTok videos, engage in conversations with native speakers, and receive feedback from a global community. This active involvement fosters language production, pronunciation practice, and creative language use, enhancing learners' language proficiency.

Cultural Understanding:

Korean language education is not limited to linguistic aspects but also encompasses cultural understanding. TikTok offers an immersive platform for learners to explore Korean culture, traditions, and popular trends. Through TikTok, learners can gain insights into Korean humor, music, fashion, and social norms, which contributes to their cultural competence and intercultural communication skills.

Motivation and Informal Learning:

TikTok's entertaining and visually appealing content can serve as a valuable motivational tool in Korean language education. Learners are more likely to engage with language learning when it is presented in a format they enjoy. TikTok's short and engaging videos can spark learners' curiosity, maintain their interest, and create a positive learning environment. Additionally, TikTok can facilitate informal learning outside the classroom, allowing learners to continue their language learning journey beyond traditional instructional settings.

The study of TikTok's usage in Korean language education offers promising insights into the benefits it can bring to language learners. By incorporating TikTok into language lessons, educators can provide engaging and authentic content, opportunities for language practice, cultural understanding, and motivation for learners. However, it is essential to strike a balance between educational content and potential distractions on the platform. Further research and exploration are needed to harness the full potential of TikTok as a tool for enhancing Korean language education.

ABSTRACT

         As part of learning recovery plan, this action research was aligned with the DepEd agenda MATATAG: Bansang Makabata, Batang Makabansa which one of it aims is to Make the curriculum relevant, to produce competent and job-ready, active, and responsible citizens, that aim to improve the academic performance of the students. This self-made learning activity sheet was validated by the expert and was used by the Grade 5 learners in Southville 3A Elementary School. Three hundred thirty- three (333) learners from Grade Five – that had undergone Diagnostic test during the school year 2022-2023. Forty- four (44) learners identified as low and very low mastery level in “nasusuri ang kaugnayan ng pakikipaglaban ng mga Pilipino sa pag-usbong ng nasyonalismong Pilipino” from Araling Panlipunan MELC. In line with this, the teacher-researcher conducted a study using the Self-made learning activity sheets as an intervention material. This study aims to improve the learner’s performance in Araling Panlipunan through the development of self-made learning activity sheets to ensure learners interest in learning. One-group Pretest-posttest Research Design was used. It is a scientific approach to research, where most often utilized by behavioral researchers to determine the effect of a treatment or intervention on a given sample. Gathering of data was done through the result of post- test right after giving the Self-made Learning Activity Sheets. Based on the findings, it was found out that self-made learning activity sheets was effective to improve the academic performance and help the learners increase their mastery level. It also allows learners to work at their own pace. Therefore, it is highly recommended to use the self-made activity sheets as intervention material.

Keywords — Araling Panlipunan, self-made activity sheets, performance, utilization, One-group Pretest-posttest Research Design

I. CONTEXT AND RATIONALE

         An important area of Araling Panlipunan in elementary schools is the development of holistic and responsible citizens of the nation who can affect social change and development. The main goal of this subject is to develop students who are analytical, creative, responsible, productive, nationalistic and care about the environment and humanity. According to Derraco (2022), Araling Panlipunan is the subject that learners either love or hate. Among the attitude problems that the teachers encountered in teaching the subject is interest and engagement. Social Studies subject is perceived by many learners as a boring subject because it deals with memorization of past events and dates.

         Last January 31, 2023, our Vice President and DepEd Secretary Sarah Z. Duterte launched MATATAG: Bansang Makabata, Batang Makabansa agenda to provide a new direction of the department and stakeholders to resolve basic education challenges. As the first component of MATATAG states that Make the curriculum relevant to produce competent and job-ready, active, and responsible citizens, which one of its aims is to improve the academic performance of the students.

         Taking into account the importance of using learning activity sheets as a teaching material. Learning Activity sheets (LAS) are supplementary learning resources that learners can engage in, such as individualized learning exercises that further develop the desired knowledge and skills they are acquiring from different lessons. The contents of these learning activities will enable them to explore learning possibilities and broaden their learning experiences, so learners can gain expertise in the prerequisite knowledge and skills set by the K to 12 Basic Education Curriculum.

         In the context of this study the Grade 5 learners were observed having low MPS in “nasusuri ang kaugnayan ng pakikipaglaban ng mga Pilipino sa pag-usbong ng nasyonalismong Pilipino” from Araling Panlipunan MELC. As their Araling Panlipunan teacher it is my utmost desire to help them learn more about this competency. In line with this, the teacher-researcher conducted action research using the Self-made learning activity sheets as an intervention material to improve the academic performance of Grade 5 learners of Southville 3A Elementary School.

INNOVATION, INTERVENTION, AND STRATEGY

The main problem that is presented in the study is the low MPS in “nasusuri ang kaugnayan ng pakikipaglaban ng mga Pilipino sa pag-usbong ng nasyonalismong Pilipino” from Araling Panlipunan MELC, among the Grade 5 learners. (refer to Most Essential Learning Competencies page 42). Thus, to address this problem the teacher provided Self-made Learning Activity Sheets to help the learners increase their mastery level. To ensure learners interest in learning Araling Panlipunan competencies. To provide them with knowledge and develop their skills. Allow learners to work at their own pace and feel free to learn in their own way. The self-made learning activity sheets were validated by the expert and were used by the forty-four (44) Grade 5 pupils who will then be administered with low in MPS. They were the identified respondents of this study. The duration of this intervention will run from February to April 2023, a total coverage of 8 weeks of the 3rd Quarter during their remedial time from 2:30 to 3:00 in the afternoon.

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Bullying in schools is a pervasive issue that has detrimental effects on the well-being and development of students. It refers to the repetitive, intentional, and aggressive behavior aimed at causing harm or distress to another individual who has difficulty defending themselves. The negative aspects of bullying in school are numerous and can have long-lasting consequences for both the victims and the perpetrators involved. This comprehensive response will delve into the various negative impacts of bullying, including its effects on mental health, academic performance, and social relationships.

Bullying may have serious consequences for the mental health of people engaged. Victims of bullying usually experience increased anxiety, despair, and low self-esteem. The constant fear and humiliation they endure can lead to feelings of helplessness and hopelessness. Research has shown that victims of bullying are more likely to develop mental health disorders such as post-traumatic stress disorder (PTSD), suicidal ideation, and even engage in self-harm or suicide attempts.

Students' academic performance suffers as a result of bullying. Victims often struggle with concentration, memory, and motivation due to the emotional distress caused by bullying. They may experience difficulties in attending school regularly, completing assignments, and participating in class activities. Consequently, their grades may suffer, leading to a decline in overall academic achievement. Moreover, the fear of being bullied can create a hostile learning environment that hinders the educational experience for all students involved.

Bullying negatively impacts social relationships within schools. Victims often face social isolation as they may be excluded from peer groups or experience rejection due to their perceived vulnerability. This isolation can lead to feelings of loneliness and further exacerbate their emotional distress. Additionally, bullying can disrupt the formation of healthy friendships and interpersonal connections among students. Witnesses to bullying may also be affected by feelings of guilt or fear, as they may be hesitant to intervene or report the incidents.

While bullying is primarily psychological, it can also have physical health consequences. Victims may experience a range of physical symptoms such as headaches, stomachaches, and sleep disturbances due to the stress and anxiety caused by bullying. Chronic stress resulting from prolonged exposure to bullying can weaken the immune system, making individuals more susceptible to illnesses and infections. Furthermore, victims of bullying may engage in risky behaviors such as substance abuse or self-harm as a coping mechanism.

The negative effects of bullying can extend beyond the school years and have long-term consequences for individuals. Victims may carry the emotional scars of bullying into adulthood, impacting their self-confidence, relationships, and overall quality of life. They may develop trust issues, struggle with forming intimate relationships, and experience difficulties in professional settings. Perpetrators of bullying may also face long-term consequences as their aggressive behavior patterns can persist into adulthood, leading to a higher likelihood of engaging in criminal activities or exhibiting antisocial behavior.

I'll sum up by saying that there are numerous and significant harmful effects of bullying in schools. Victims' social interactions, academic achievement, and physical health may all be negatively impacted, not to mention how it impacts their minds and mental health. Bullying's after-effects can last well into adulthood and can have a significant impact on both the lives of victims and offenders. In order to effectively address this problem, a multifaceted strategy that includes education, preventative initiatives, encouraging surroundings, and intervention techniques must be used.

Cellphones have become an integral part of modern society, and their widespread use among pupils has raised concerns about their potential effects on behavior. While cellphones offer numerous benefits, such as instant communication and access to information, they also have the potential to impact pupils' behavior in various ways. This comprehensive answer will explore the effects of cellphones on the behavior of pupils, covering both positive and negative aspects.

One of the primary effects of cellphones on pupil behavior is the distraction they can cause. Cellphones are equipped with various features and applications that can divert pupils' attention away from their studies. Frequent notifications, text messages, social media updates, and gaming apps can all serve as distractions, leading to decreased focus and concentration during class time. Research has shown that the presence of cellphones in classrooms can significantly impair academic performance and hinder learning outcomes.

Moreover, excessive cellphone use among pupils has been linked to a decline in face-to-face social interactions. Pupils may become more engrossed in their virtual lives, spending less time engaging in real-life conversations and activities with their peers. This can lead to a decrease in social skills development, as face-to-face interactions are crucial for building empathy, communication skills, and emotional intelligence. Additionally, excessive cellphone use may contribute to feelings of isolation and loneliness among pupils.

Another concerning effect of cellphones on pupil behavior is the potential for cyberbullying. With easy access to social media platforms and messaging apps, pupils may engage in harmful behaviors such as spreading rumors, sharing inappropriate content, or harassing their peers online. Cyberbullying can have severe psychological consequences for victims, leading to anxiety, depression, and even suicidal thoughts. Schools must address this issue by implementing strict policies against cyberbullying and educating pupils about responsible online behavior.

On the positive side, cellphones can also have beneficial effects on pupil behavior. They provide instant access to a vast amount of information, allowing pupils to enhance their knowledge and understanding of various subjects. Cellphones can serve as valuable educational tools, enabling pupils to conduct research, access educational apps, and collaborate with classmates on projects. Additionally, cellphones can facilitate communication between pupils and their parents or guardians, ensuring a sense of security and connectivity.

Furthermore, the use of cellphones in the classroom can promote digital literacy skills among pupils. In today's digital age, being proficient in using technology is essential for future success. By incorporating cellphones into educational activities, teachers can help pupils develop critical thinking, problem-solving, and information evaluation skills. This can empower pupils to navigate the digital world responsibly and make informed decisions.

In conclusion, cellphones have both positive and negative effects on the behavior of pupils. While they offer numerous benefits such as instant access to information and enhanced communication, they also pose challenges such as distraction, decreased face-to-face social interactions, and the potential for cyberbullying. It is crucial for schools and parents to establish clear guidelines regarding cellphone use to mitigate the negative effects while harnessing the positive aspects of this technology.

Colloquially known as the zoomers, the Generation Z, the demographic cohort succeeding the Millennials proceeding the Alpha Generation. Born between the mid-1990s and early 2010s, this generation grew up in era characterized by rapid technological advancements, grew up in a world where the internet and digital devices are everywhere. This digital age of which they grew up in has significantly influenced their reading habits, setting them apart from their predecessors and setting the stage for a new  era in literature.

One of the defining features of Generation Z readers is their digital literacy. This cohort has grown up with smartphones, and internet as constant companions. For them, navigating the digital landscape is as second nature as breathing. This generation has an intrinsic understanding of how to use search engines, social media platforms, and a broad variety of digital tools to access, consume, and share information. They are not only adept at navigating digital platforms but also expect to find information and entertainment online. E-books and online articles have become integral to their reading experience. Traditional print books still hold a place in their hearts, but they coexist with digital formats seamlessly. This digital fluency goes beyond mere familiarity or simply “knowing how to”; it has become fundamental aspect of their identity and has become an important part of their daily lives.

Digital age has transformed the way Gen Z engages with written content. Although traditional printed materials still hold value, digital formats have become equally if not more important. E-books, online articles, and blogs have become indispensable in their reading experience. The convenience of carrying an entire library in their pocket, accessing a vast array of materials on a single device, and customizing their reading experience to suit their preferences are factors that have contributed to the appeal of digital reading.

Generation Z readers are also quite known for their preference for short-form content that aligns with their fast-paced and on-the-go lifestyle. In a world inundated with information, they tend to favor concise, visually appealing, and easily digestible content.  This is evident in their inclination toward platforms like Instagram and TikTok, which have capitalized on this preference by providing quick bursts of information. This trend has also influenced their reading habits.

The future of literature is undoubtedly intertwined with the preferences of Generation Z readers. Their unique blend of digital literacy, short-form content preference, and reliance on social media has already begun to reshape the literary landscape. Authors and publishers must cater this audience's evolving needs while also preserving the essence of traditional literature.

Generation Z represent a dynamic force in the world of literature pushing it into a new era. Their digital literacy, preference for short-form content, and use of social media as a reading tool have redefined how books are consumed and shared. The world of literature must continue to adapt, embracing the opportunities and challenges posed by this tech-savvy generation.

ABSTRACT

Maximizing profits and wealth is the ultimate goal of every profit-oriented organization and understanding the determinants of profitability allows one at advantage to survive in the market. Profitability as a measure of a business’s ability to generate profits provide insights to stakeholders about the health of their operations.  Microenterprises are considered to be the economic foundation of underdeveloped countries providing means to alleviate poverty and improve standard of living. Despite its significant contributions in making the economy run, microenterprises face numerous limitations positioning them at a weak spot in contrast with conglomerates and other giant economic participants. This study aims to aid decision making of existing and potential investors, creditors and other stakeholders of microenterprises in the city. This research focuses on factors affecting microenterprise’s ability to make profits such as budgeting and inventory management practices, the type of governance and the marketing strategies a company observes as they affect the day-to-day operations. Descriptive research design was employed to gather information from the respondents and further analyzed using SPSS. It was determined that there is no significant relationship between profitability factors and profitability ratios namely Return on Invested Capital (ROIC), Return on Asset (ROA), and Profit Margin when respondents are clustered in accordance with their profile. Therefore, the factors mentioned in the study barely influence the respondent’s financial performance.

Keyword: Profitability Factors, Microenterprises, Descriptive, Correlation

CHAPTER I

INTRODUCTION

         In an environment dominated by high competition, having the ability to make sustainable profits must be learned by entrepreneurs and business-minded individuals. Profitability is a ratio that measures the performance of the company over a certain period of time and is a crucial aspect in a company’s financial reporting. The profitability of a company shows a company's ability to generate earnings at a rate of sales, assets and equity. Understanding the factors associated with profitability is an essential skill that equipped managers, financial analysts and other users of financial information to develop strategies and processes that will allow them to effectively and efficiently utilize its resources. Profitability as a measure of an organization’s financial success is a fundamental consideration to assess the ability of an enterprise to survive in the long-run.

         The achievement of organizational goals is highly influenced by the operations and overall performance of an enterprise. Effective budgeting, efficient capital management and good governance are some important factors that have an effect on the economic growth, innovation and technological development of firms. It is no secret that the primary goal of every business is to maximize owners’ wealth by employing effective and efficient practices into its processes to improve its profitability. Without profitability a firm could not attract outside capital and the business will not survive in the long run. By knowing and understanding the ways to improve profitability, firms can formulate policies and strategies that could help them attain their goals and optimize their going concern ability. 

         The Association of South-East Asian Nations (ASEAN) considers MSMEs as the backbone of ASEAN and is important in its goal in achieving sustainable economic growth as well as social development. There are 70 million MSMEs in ASEAN of which micro enterprises fill up the largest share. Regionally, MSMEs contribute 85% in employment, 44% in GDP and 18% in national exports. (The ASEAN Secretariat, 2020)

         In a data presented by the Department of Trade and Industry in 2017, Micro Small Medium Enterprises (MSMEs) sector is an important segment in the economy of most developing countries. They are the backbone of their economy. In the Philippines, 99.56% of firms are MSMEs of which 90% are micro; 9.6% are small and 0.4% are medium. They account for 62.8% of employment. Unfortunately, they contribute only 35.7% of gross value added (GVA) and only 25% of the Philippine export. This indicates that large firms are significantly more productive than the MSMEs. This puts the MSME workforce at a disadvantage compared to workers in big businesses as productivity is observed to have a positive relationship with wages and other employee benefits. Despite the huge role of MSMEs in the Philippine economy, they remain far less productive than large firms due to several challenges. These include limited access to finance, access to technology, access to markets, disruptive regulations, and lack of human capital (Cammayo et al, 2020).

In Borongan City, numerous entrepreneurs put up micro enterprises in hopes to aid economic growth and development, rise from poverty and improve their standard of living. When the pandemic started to hit Borongan City, some were retrenched from employment due to the shutdown of several businesses in the country, micro businesses became an opportunity for a source of living. However, not all of the ventures achieved their objectives. While some realized profits, others ended-up closing. Micro enterprises in the city need encouragement and support from both government and private sectors for them to maximize their resources for potential growth.

With these facts, this research aims to study the factors associated with the profitability of micro enterprises in Borongan City.

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Electronic gadgets have grown into a crucial part of our daily lives in the modern day. Although they are practical and have many benefits, using technology excessively can be harmful, especially for students. However, by employing efficient strategies, students may avoid abusing their devices excessively and regain their attention for learning.

Create definite boundaries and encourage healthy-habits

Setting clear limits is essential for assisting students in reducing excessive technology usage. Motivate them to set strict time limitations for gadget use, such as reserving certain hours for study time. Students may develop good habits and give priority to their academic time over meaningless surfing or gaming by creating a timetable and following it.

Establish a distraction-free environment

The ability to maintain focus  is greatly aided by setting of an atmosphere that promotes concentration. Students should choose a study space that is without distractions and technology. It will  advise to turn off alerts, put gadgets out of the way, and maybe think about using apps or extensions for the browser that restrict exposure to specific websites or programs when studying.

Facilitate prioritization and goal-setting

Encouragement for students to prioritize their duties and create clear goals can improve their ability to concentrate. Help them create a learning plan that outlines precise goals and divides chores into manageable parts which lessen their tendency to use technology by establishing a clear plan.

Instill effective time-management

         To limit students' excessive use of gadgets, they must guide to  practice efficient scheduling. Introduce them to strategies like the 80/20 rule or the Eisenhower Matrix. These methods assist students in recognizing and prioritizing important activities, allowing them to set aside time for focused study while reducing distractions.

Encourage active learning

Motivation for active participation in the learning experience can lessen students' dependency on technology. Encourage  active learning that includes participation  in conversations, making idea maps, or doing experimentation. More profound involvement and critical thinking  reduce the desire to use technology out of frustration or lack of interest.

Propose alternative endeavors

A better way to get students to focus on something else is to offer engaging and indulging academic alternatives to technology. Students should be encouraged to participate in extracurricular activities, engage in sports,  join groups, and even make artistic endeavors that match their interests.

Employing devices responsibly model

Teachers, parents, and mentors must be  the role model  of  appropriate use of gadgets as adults. Learners commonly replicate the actions they see. Adults should set an excellent example and emphasize the value of  using technology responsibly and emphasize focused activities.

Incessant reliance on technology is an obstacle for students trying to remain focused on their schoolwork. However, by employing these practical strategies such as goal-setting, teaching time management skills, promoting active learning, offering alternative activities, and demonstrating responsible device use are all essential steps in helping students keep focused on their studies and refrain from excessive gadget use.

Learners should develop strong study habits early to build the foundation for future educational success. Young learners may acquire an exemplary work ethic and time organizational skills that will help them over their academic careers by creating good study habits early on. This article talks good study practices that might enhance learners' academic performance.

1. Establish a routine: Students whose a regular study schedule are more likely to be organized and focused. Every day, designate a definite time and location for studying and stick to it. These could help young learners prioritize their time to  develop a feeling of structure and responsibility.

2. Create a study space: Teachers should create a designated area where students can focus without interruption. These might be a peaceful home area or a place in the school. The study space should also be cozy, well-lighted, efficiently ventilated, and furnished with all the necessary study aids.

3. Set goals: Setting achievable goals can motivate students to work harder and stay focused. Goals should be specific, measurable, and time-bound. For instance, the target could be to finish homework or to do well on a forthcoming test.

4. Stay organized: Organization is the key to academic success. So that they may quickly find their notes and other resources when needed, students should keep their belongings organized using folders, binders, or digital tools such as apps or online tools.

5. Take breaks: To avoid burnout and maintain attention, students must take a breath during their study sessions. Short breaks can help students recharge their energy and maintain their concentration.

6. Use different learning strategies: Because every student learns differently, teachers might use several approaches to meet their unique needs. Some students learn best through reading, while others may prefer visual aids or hands-on activities.

7. Get enough sleep: Sleep is essential for brain function and academic success. Students should ensure at least eight hours of sleep each night to stay refreshed and attentive during their study sessions.

8. Reward progress: Positive reinforcement is a powerful tool to encourage good study habits among students. Reward them for their progress and hard work, whether it is a sticker chart or a small treat. They inspire others to work more and feel satisfied with their accomplishments.

The technique of creating effective study habits demands time and effort. Maintaining a conducive learning environment that encourages a love of learning and provides young learners  with the assistance and guidance they need to excel academically is our primary role as educators. Showing and fostering an encouraging atmosphere at home is another way to support their children’s academic goal.

In conclusion, developing good study habits of students is essential for academic success. Establishing a routine, creating study space, setting goals, staying organized, taking breaks, using different learning strategies, getting enough sleep, and giving rewards to students can develop a strong foundation for their academic journey. With these study habits, students can achieve their full potential and succeed in their academic performance and personal goals.

The efficacy of the practical work activity approach in teaching mathematics has been well-established. This approach entails active engagement with mathematical concepts through hands-on activities.Mathematics holds great significance as a subject, equipping students with vital skills such as critical thinking, problem-solving, and analytical abilities, which prove valuable in academic and professional realms. Nevertheless, mathematics became a problem for many students, demanding a profound comprehension of abstract concepts and intricate calculations.

Diverse forms of practical work activities could be employed in mathematics education. Examples include the integration of manipulatives like blocks or counters to model mathematical problems, conducting experiments or simulations to explore mathematical concepts, and engaging in collaborative problem-solving activities within groups that encourage teamwork.

Multiple factors contribute to the effectiveness of the practical work approach in teaching mathematics. Firstly, it facilitates a better grasp of abstract concepts by rendering them more tangible and concrete. For instance, utilizing manipulatives to depict fractions enables students to visualize and physically manipulate the constituent parts of a whole, fostering a deeper understanding of fractional relationships.

Secondly, practical work activities nurture students' problem-solving skills. When learning mathematical concepts, students get inspired to perform when they experience real-world situations while solving problems. When students solve problems in practical applications or by carrying out activities that turn their abstract concepts into actual scenario, real-world situations in mathematics will provide excellent learning opportunities for them to advance their higher-order thinking abilities.

Thirdly, practical work activities serve as a platform for promoting collaboration and communication skills. Collaborative problem-solving within groups encourages students to exchange ideas and perspectives that deepens their understanding of mathematical concepts by exposing them to diverse viewpoints and approaches.

Lastly, practical work activities contribute to an enjoyable and engaging learning experience in mathematics. Learners' drive and enthusiasm to complete particular tasks make learning retention increase. Through cooperation and engagement, this technique will compel learners to go to the next level of learning while enjoying the activities and experiences.

However, the practical work approach has disadvantages that should admit. For instance, practical work activities can be time-consuming and necessitate additional resources such as manipulation or technology. Additionally, some students may encounter difficulties engaging with these activities or find them excessively challenging.

To overcome these challenges, teachers need to meticulously plan and design practical work activities that align with the needs and abilities of their students. It involves the instruction and support of struggling students or leveraging technology to enhance the learning experience.

In conclusion, the practical work activity approach is a highly effective pedagogical method for teaching mathematics. It promotes a better grasp of abstract ideas to tangible or concrete evidence, enhances learners' collaboration, problem-solving, and communication skills, and helps them comprehend concepts related to mathematics more effectively through active engagement while enjoying the learning activities. Even while using this strategy could pose challenges, with careful planning and teacher assistance, it turns an essential tool for improving mathematical achievement among learners.

The emphasis in the ever-evolving context of education has turned beyond the educator as the source of information to a complete approach that centers on the students. A learner-centered instructional philosophy sets the student at the heart of the educational process, recognizing their unique needs, skills, and goals. This article discusses the significance of using a learner-centered approach and how it may affect students and educators.

Understanding Learner-Centered Instruction

Learner-centered education emphasizes active involvement, engagement, and cooperation. It comprises modifying instructional methodologies, curriculum design, and assessment processes to fit the various needs of learners. This viewpoint acknowledges that learners come from a broad spectrum of backgrounds, have diverse learning methods, and have distinct interests and gifts.

Student Advantages

A learner-centered approach promotes a more profound and significant learning experience for students. Learners become contributors to their education when they alter their focus from passive to active participants. They had the opportunities to ask questions, think logically, and investigate topics that interest them. This proactive engagement not only improves the retention of knowledge but promotes an everlasting appreciation of learning. A learner-centered approach enables learners to establish goals, create their learning path, and make independent decisions that prepare students for advancement in an ever-evolving globalized society.

 Educator Advantages

By adopting a learner-centered approach benefits not just students but teachers. Educators foster a more interactive and equitable learning environment by changing the educator's placement from that of an authoritative style to the role of a facilitator and mentor of learning. This approach gives an understanding of students' skills, difficulties, and goals, allowing individualized training and support.

A learner-centered instructional paradigm also promotes professional development and reflective thinking among teachers. Educators improve their pedagogical abilities and keep updated with educational studies and procedures by constantly refining methods of instruction and exploring new approaches. This continuous development promotes a lifetime commitment to teaching and implies that teachers will stay helpful and effective in an ever-changing educational context.

Implementing Learner-Centered Instruction

Educators can utilize several ways to embrace a learner-centered context. Essentially, teachers must create a friendly and inclusive learning atmosphere where students feel safe taking chances, sharing their thoughts, and gaining knowledge from their failures. This strategy could build a healthy classroom atmosphere, encouraging openness and establishing a feeling of community.

Educators should also actively include students in the learning procedure while embracing student input and decisions. This process will be attained by utilizing project-based learning, inquiry-based techniques, and technology-aid instruction to allow individualized learning experiences. 

Conclusion

A student-centered approach to teaching impacts the traditional educational model by setting students at the center of the educative process. Recognizing each student's unique needs, abilities, and objectives can help teachers create a supportive and all-encompassing environment that fosters personal development and growth. Students become dynamic participants in their educational experience via proactive engagement, passion, and cooperation, armed with the abilities and determination to achieve in a continuously developing society.

Parent-educator collaboration is crucial in shaping a child's educational journey. Learners will benefit from a supportive and productive atmosphere when parents and educators collaborate. This article discusses the importance of maintaining a harmonious relationship with parents and teachers and how it impacts children's academic achievement, emotional and social growth, and general well-being.

Academic Achievement:

There is a positive association between parental engagement and student accomplishment based on the study. Students have a greater probability of achieving academically when their parents actively participate in their child's education. Parents express their commitment to their child's education by attending SPTA conferences, volunteering at school,checking their child's performance output, and giving rewards for their excellent academic achievements in school.

Early Intervention and Assistance:

One of the primary benefits of collaborative parent-educator interactions is the capacity to notice and resolve problems early on. When teachers and parents communicate successfully, they may collaborate in recognizing any academic, social, or emotional issues that the child may be experiencing. The interventions and support mechanisms are established to ensure that their children receive the aid they need to overcome hurdles and perform well academically by identifying these challenges promptly.

Social and emotional growth:

The working partnership of parents and educators supports a child's social and emotional development and cognitive performance. Learners’ feel valued and connected when parents and educators work together to establish a secure, supportive, and inclusive environment. This uplifting setting improves their social skills, self-esteem, and general well-being.

Improved communication and comprehension:

This unrestrained flow of information encourages increased awareness of the child's needs and enables parents to support their child's learning at home. Furthermore, parents can provide schools with important information about their child's passions, abilities, and difficulties, allowing educators to tailor classroom instruction appropriately.

Educator Motivation and Assistance:

Teachers benefit significantly from a healthy and collaborative connection between parents and educators. When educators feel supported  by parents, it increases their drive and passion for their profession. This parental encouragement promotes teacher morale, which improves instructional effectiveness. A motivated  educator is more likely to go above and beyond to ensure that every learner receives all the guidance and encouragement they require to prosper academically and personally.

Overcoming Obstacles:

Developing a powerful parent-educator connection might be difficult due to differences in ideas, priorities, or communication styles. These obstacles, however, may be overcome with openness, active listening, and a desire to engage. Parents and educators may bridge the gaps toward common objectives of supporting the child's holistic development by establishing a culture of respect and empathy.

Conclusion:

Collaboration between parents and educators is essential for student achievement. Learners benefit from improved academic performance, early interventions, and extensive support networks through parents' and educators' good relationships. Furthermore, the positive impact extends to the psychological and social well-being of learners. When educators develop a firm basis for educational achievement by fostering these connections, ensuring that each child achieves every opportunity either in or out of the classroom.

As teachers, one of our greatest responsibilities is to meet the needs of all students. However, in today's classrooms we see more diverse learning styles than ever before. Some children thrive through independent work, while others require hands-on activities. Some absorb information through listening, others through seeing or doing.

Rather than see these differences as challenges, we must view them as opportunities. The key is differentiation - designing instruction that engages varied learning profiles. This means incorporating multiple modalities into each lesson, such as visuals, demonstrations, group projects etc. So while some students read explanations, others might act them out or build models.

We also need flexible seating arrangements. Some pupils focus best sitting on the floor or standing, while others need movement breaks to reset their attention. Allowing appropriate fidget toys or snacks helps those with difficulty sitting still. Most importantly, communicate these options positively to avoid singling students out.

Testing formats also require differentiation. While some students perform well on paper/pencil exams under strict time limits, others show far more through oral discussions, demonstrations or take-home assignments. The goal is assessing understanding, not speed or test-taking ability.

Regular collaboration with parents keeps home and school strategies consistent. Invite their input into individualizing instruction and behavioral plans. Together we can shepherd each child through their unique learning journey. With compassion and creativity, any classroom is achievable when all contribute as a supportive team.

Abstract

         The high turnover and lack of nurses impact the productivity and effectiveness of the healthcare delivery system. Healthcare systems are greatly affected by nurse job satisfaction, which has been linked to better patient satisfaction. This study aimed to determine the level of job satisfaction among military nurses and its contributing factors.

         A descriptive, correlational research design was used in this study. All military nurses assigned to Victoriano Luna Medical Center were the study population, and the total sample size was 92. Stratified random sampling was used. The tool is a survey questionnaire based and modified from the study of Singh et al. (2021) and distributed electronically. The level of job satisfaction was assessed by using a 5-point Likert Scale. Descriptive and inferential statistics were used in the data collection process.

         The study findings showed that military nurses were satisfied with their job. However, interpersonal relationship is the primary motivating force of job satisfaction. Conversely, workload, linked to the nurse-patient ratio, gets the lowest score. All nine other predictors, such as age, educational attainment, work itself, nursing practice; salary and practice; advancement opportunity, supervision, participation in decision making, and support from family, collectively exert a positive relationship with nurses' job satisfaction but working environment and gender did not find any significant result.

         Based on the findings, it is concluded that military nurses are satisfied with their job. The most satisfying factor is the interpersonal relationship, whereas the least satisfying factor is the work itself, precisely on the workload – nurse-patient ratio. Furthermore, job satisfaction is significantly related to the length of service, rank, and position, except in the working environment.

Keywords: job satisfaction; military nurses; working environment

Chapter 1

Introduction

Background of the Study

The high turnover and lack of nurses impact the productivity and effectiveness of the healthcare delivery system. The primary focus of healthcare administrators is to deliver excellent patient care, which has been linked to nurses' motivation and job satisfaction (Dor & Halperin, 2022). Job satisfaction is the overall feelings, attitude, and perception toward their work. Job satisfaction has been identified as crucial in keeping healthcare staff stay. The quality of care, patient adherence to treatments, and patient satisfaction have all been strongly associated with healthcare workers' job satisfaction, making it a critical component of healthcare management (Barili et al. 2022).

On the other hand, job dissatisfaction can impact staff burnout, poor patient care, and a delay in management. Healthcare systems' productivity and efficiency are greatly affected by job satisfaction. The most valuable reward is the availability of human resources, which act as a motivator for sustainably providing services. Contented employees are more likely to be innovative, committed, and productive, leading to better patient care and satisfaction.

The World Health Organization (WHO) report predicts that by the year 2035, there will be a shortage of 12.9 million healthcare professionals (doctors, nurses, and midwives) in Southeast Asia and Africa (47% and 25%, respectively) as a result of job dissatisfaction. The report also emphasizes that an estimated 40% of health professionals worldwide are expected to leave their jobs in the next decades due to a lack of incentives and poor pay, which will have a substantial impact on the world's population. Therefore, identifying the areas of intervention to enhance the long-term sustainability of healthcare systems depends on understanding how satisfied healthcare personnel are with their jobs.

According to the report from the officer in charge and undersecretary of the Department of Health (DOH), the Philippines requires about 114,000 doctors and 127,000 nurses to be able to deliver the best possible healthcare. Furthermore, the report concludes that it takes around 12 and 23 years for the Philippines to fill the gap in the deficit of nurses and doctors (Lalu, 2023). Despite being one of the top exporters of nurses and medical professionals to other countries, the Philippines still needs a nurse shortage.

The Victoriano Luna Medical Center (VLMC), a level III military hospital with a bed capacity of 1,200 beds, is part of the Armed Forces of the Philippines Health Service Command (AFPHSC). To support the Armed Forces of the Philippines (AFP) in its constitutional duties, it offers AFP members, their dependents, and authorized civilians comprehensive and high-quality tertiary health care services. Currently, as of June 2023, the total number of nurses employed in this center being manned by the nursing service is three hundred thirty-one (331) nurses, wherein two hundred twelve (212) are civilian nurses, and the remaining one hundred twenty (120) are military nurses.

The Nursing Service, VLMC is composed of four departments, which are the Department of Nursing Personnel and Administrative Management (DNPAM), Department of Patient Care Services (DPCS), Department of Nursing Research and Quality Management (DNRQM), and Department of Nursing Education and Training (DNET). The DNRQM provides administrative oversight for nursing research and quality improvement. One of its best practices is continuously monitoring and implementing standards of care through different surveys. Further, to assess patients' overall level of satisfaction, a patient satisfaction survey is being done every month in VLMC. As it assesses the quality of care provided to VLMC patients. Additionally, it gathers important patient feedback and serves as a tool for improving interaction between patients and healthcare professionals. The hospital uses the patient satisfaction survey result as a reference for improvement and the basis for performance-based bonuses and reports of VLMC (Nursing Service Manual of Military Health Institution AFPMC, 2015).

In the past two (2) years, there has been a declining percentage of the patient satisfaction survey of VLMC in 2021 and 2022 (90.07% and 88.69%, respectively). The current data shows that patients are unsatisfied with the nurses' care. Patient satisfaction is an essential determinant of healthcare quality and is viewed as a service outcome. Moreover, patient satisfaction measurement provides crucial information on performance, thus contributing to total quality management (Karaca et al. 2019).

Nurses desire to be satisfied at work, but the relationship between job satisfaction and dissatisfaction relies on what every nurse desires and expects from their job (Baral et al. 2018). Healthcare systems should understand the significance of employee job satisfaction because satisfied employees contribute significantly to the success of an organization. The cornerstone of a healthcare institution is the nurse. Nurses are vital in delivering quality care, comfort, and compassion to patients and their relatives. The healthcare system depends significantly on nurses. Recognizing elements like job satisfaction and work quality is one of the fundamental steps toward improving individual satisfaction (Chien et al. 2016).

In the study of Liu et al. (2016), they identified happy or pleasurable emotional responses toward working conditions and employment value or equity as characteristics of job satisfaction. These originating circumstances, including demographic, emotional, occupational, and environmental factors, impact these qualities. Additionally, both nurses and patients are significantly impacted by the effects of nurses' job satisfaction.

Nursing is a career with long hours, loads of paperwork, and much pressure to perform quality nursing procedures in a real setting. The primary foundation for job satisfaction is a happier and more peaceful workplace, plenty of opportunities to jump in, considerable compensation, dependable professional development, and many others. Thus, to increase job satisfaction and empower nurses for their best performances, a healthier workplace must include components promoting personal and professional development (Baral et al. 2018).

Nurses' stress and job satisfaction are significant factors in nurses' turnover rates (Chien & Yick, 2016). Stress in the work environment is the best indicator of nurse job dissatisfaction and intent to quit. However, it has been discovered that effective communication, practice control, bedside decision-making, teamwork, and nurse empowerment increase nurse satisfaction and reduce turnover (Paris and Terhaar, 2013).

According to several articles, one of the significant causes of stress for nurses is organizational and administrative issues. These issues usually arise as a need for more administrative support, inadequate role authority, poor nurse management leadership skills, or other deficient leadership roles that nurses face in their units or departments (Obiora, 2015).

 Alam and Mohammed (2014) reported that the findings of their study on the level of job satisfaction and the desire to leave among Malaysian nurses revealed that the nursing staff was moderately satisfied with their jobs in all six areas, including satisfaction with their supervisors, job variety, closure, pay, coworkers, and HR/management policies. As a result, there was a perception that they had less intention to leave the hospital, and there was an impact on the level of job satisfaction of Malaysian nurses.

In the study of Kalisch and Lee (2014), registered nurses with adequate staffing levels are crucial; however, for Nursing Attendants, the proportion of assistive staff in the nursing staff essentially influences how satisfied they are with their jobs. Also, their study concludes that to maintain the work satisfaction of registered nurses, they should require enough staffing to have a more desirable and satisfying job. To enhance nurses' overall job satisfaction and motivation, the human resource management system and practices must be strengthened (Ayalew et al. 2019).

Job satisfaction and workload are related and can influence health care (Saha et al. 2020). In the study, Legaspi (2019) concluded that the primary factor influencing satisfaction with work is social service, an internal factor, while the workload is an external factor. In the study of Ingrid et al. (2014), they analyzed that self-fulfillment for nurses contributes to one's desire to stay, while burnout affects job satisfaction, which reduces the intention to stay. Moreover, the workload was linked to nurses' intention to stay in the profession.

Nursing is a noble job with a rare chance to combine scientific knowledge with empathy and compassion. Filipino nurses are exceptionally kind individuals who prioritize their patients’ needs over their own. Most Filipino nurses find satisfaction when providing high-quality care to their patients with a compassionate heart. Military Nursing is another perspective, a noble profession of arms placed to care for the wounded soldiers and their families and assigned to different Military Treatment Facilities in the Armed Forces of the Philippines (AFP).

It remains unclear that despite being the highest-paid nurse in the Philippines, military nurses are still resigning from the AFP, specifically in Victoriano Luna Medical Center. One of the possible reasons is related to their satisfaction with their current job. To the researcher's knowledge, there is still no tool for assessing the job satisfaction of military nurses in this hospital. Furthermore, it is suggested to evaluate employees' levels of job satisfaction every year (Abate et al. 2021). 

This descriptive study determined the level of job satisfaction among military nurses in Victoriano Luna Medical Center, along with its contributing factors. Moreover, the findings of this study will be used as input to propose an empowering work environment policy that enhances the job satisfaction of military nurses in Victoriano Luna Medical Center.

Theoretical Framework

The theoretical framework of this study has adopted two theories to explain its concept. First is the theory of Herzberg and Mausner's two-factor or motivation-hygiene theory, which will be used in this study to understand better the factors affecting job satisfaction among military nurses working in Victoriano Luna Medical Center. According to Herzberg and Mausner's theory, job satisfaction is influenced by intrinsic and external elements, or motivators and hygiene factors. Generally, these factors that encourage job happiness typically involve self-actualization and growth.

According to Herzberg, motivators ensure job satisfaction, whereas a lack of hygiene factors leads to job dissatisfaction. Numerous studies on healthcare professionals' job satisfaction have incorporated Herzberg's theory. It helps enhance managers' awareness of the value of employee motivation in the healthcare profession.

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Working properly is crucial for emotional, mental, and physical well-being in any workplace, including the Department of Education. However, it is not uncommon for senior teachers to delegate certain tasks to younger colleagues to advance their own careers. While this can be effective for those seeking promotion, it can have negative consequences for older teachers, leading to feelings of guilt, shame, and isolation, as well as physical and mental stress. It is important for colleagues to work together and support each other to create a positive and fulfilling work environment.

However, some older teachers may struggle to keep up with the technological advances in the education sector, which can impact their ability to perform their job to the best of their ability. The question then arises, is it an excuse that older teachers cannot perform well because they do not know how to use technology? And what can they do to be competent even if they are old?

Firstly, it is important to acknowledge that technology has become an integral part of the education system. Teachers who struggle with technology can find it difficult to adapt to new methods of teaching and engaging students. However, it is also essential to recognize that older teachers may have different strengths and experiences that younger teachers may not possess. These differences can be an asset in the classroom and should not be overlooked.

Secondly, it is not enough for older teachers to simply accept that they are not good with technology. In today's fast-paced digital world, it is important to continually learn and adapt to new technologies to remain competent and effective in the workplace. This means that older teachers must be willing to invest time and effort in learning new skills and technologies to keep up with their younger counterparts.

One approach for older teachers to become more competent with technology is to seek help and support from their colleagues. Younger teachers, who may be more familiar with new technologies, can offer guidance and support to their older counterparts. This approach can foster a positive and supportive workplace environment, where colleagues can learn from each other and work together to achieve common goals.

Another approach for older teachers to become more competent with technology is to take advantage of training and development programs offered by their school or district. These programs can provide opportunities for older teachers to learn new skills and technologies, and to develop competencies that can enhance their teaching practice. Teachers who are willing to embrace new technologies can enhance their abilities to engage students, collaborate with colleagues, and provide innovative learning experiences.

Moreover, older teachers should not feel intimidated by technology or feel that they are too old to learn. Many educational technologies are designed to be user-friendly and intuitive, and with a bit of practice, even those who are not technologically savvy can become proficient. It is also important for older teachers to recognize that their experience and wisdom can complement new technologies and create unique opportunities for learning and growth.

In conclusion, the benefits of working properly extend far beyond the prospect of a promotion, and it is crucial for emotional, mental, and physical well-being, regardless of age or technological competence. Delegating tasks solely for the purpose of advancing one's own career can have negative consequences for older teachers and should be avoided whenever possible. Older teachers should be willing to learn and adapt to new technologies to remain competent and effective in the classroom. Seeking help and support from colleagues, taking advantage of training and development programs, and not feeling intimidated by technology are just some of the approaches older teachers can take to enhance their teaching practice. By embracing new technologies and collaborating with colleagues of all ages, older teachers can continue to contribute to the education sector and create a positive and fulfilling work environment for themselves and their colleagues.

As educators, it is our responsibility to cater to the unique needs and learning styles of our students. However, it is easy to fall into the trap of using the same type of assignment for all students. This is not an effective teaching method, as every student has their own strengths and weaknesses when it comes to learning. Therefore, presenting lessons and assignments in different ways is crucial to ensuring student success.

 While many teachers understand the importance of using various presentation techniques, it can be easy to forget about changing up assignments. Traditionally, most assignments were done through essays, poems, short answers, and multiple-choice questions. However, this method is not always effective for every student. Therefore, varying assignments may require varied responses, but it will ultimately help students do a better job and discover their dominant learning style so they can learn more effectively.

   Differentiated instruction is a teaching approach that caters to the diverse needs of students by using different types of assignments. It recognizes that students have different learning styles and strengths, and it aims to provide individualized instruction that caters to those needs. Through varied assignments, students can learn in a way that suits them best, which can lead to increased engagement, motivation, and better academic performance.

    Visual learners tend to learn best through written and visual material. They tend to do well with essays and short-answer questions, which allow them to process information by reading and writing. Outlining books or other reading materials is also an effective way for visual learners to retain information. The SQ3R method, which stands for Survey, Question, Read, Recite, and Review, is an effective reading comprehension method that visual learners can utilize.

       Auditory learners, on the other hand, learn best through sound and interaction. Cooperative learning activities, including class discussions, debates, recitations, and musical activities, allow them to process information by listening and speaking. Auditory learners tend to be active speakers, so it's important to give them ample opportunities to speak and express their thoughts.

Kinesthetic learners learn best by using their bodies and doing outdoor activities. Dramatic presentations that involve the use of both the mind and body, simulation activities, incorporating dance or exercise, and outdoor and manipulative activities are effective assignments for kinesthetic learners. These activities allow them to learn by doing, moving, and exploring.

  Obviously, the subject matter and mode of delivery will greatly affect the types of activities and assignments that we plan to give to students. However, it's essential to be creative and move outside our comfort zones to address the needs of our students. Now that many students are learning from home, it's more important than ever to provide them with varied assignments that cater to their individual learning styles. Students may struggle with motivation and engagement, so using varied assignments can help keep them motivated and engaged.

  In conclusion, varying assignments to suit different learning styles is crucial for student success. Differentiated instruction recognizes that students have unique needs and strengths, and it provides individualized instruction that caters to those needs. By using varied assignments, students can learn in a way that suits them best, which can lead to increased engagement, motivation, and better academic performance. As educators, it's important to be creative and try new things to cater to the needs of our students, especially during times of remote learning.

Have you noticed any differences between our teachers today? A teacher should be prim and proper. They speak with authority and enforce rules to be followed. They are strict and usually follow the rules of the book. Teachers nowadays dance and sing their hearts out on social media. They are more considerate but make the students understand their actions’ consequences. Most of all, they explore different ways to impart knowledge and teach students.

         Do you remember when the teacher discusses all day and students just listen? She writes important points on the blackboard and gives recorded recitations. If you watch videos and reels on social media, you will find how modern teachers innovate and explore practices and teaching strategies that are getting likes and hearts from netizens. Teachers nowadays are researching and using different tools to motivate, encourage and evaluate students.

         Modern teachers are using new strategies in teaching to make it more fun and encourage students to proactively join the activities and discussions. These teachers use interactive lessons that help learners share their ideas not just by simple graded recitation where teachers call the name of a volunteer who raises his hand or randomly pick an index card and call on a name. It can be in a form of a game show, group debates, or even online polls. This way students can freely share their thoughts and ideas without worrying that they will be judged by their answers.

         A project is one of the ways to assess students’ learning. Do you still remember using illustration boards in your projects? How about writing diaries or movie reviews? Modern teachers do it in a modern way so it can be more exciting and challenging. For example, instead of the old way of writing diaries or movie reviews, it can be in a form of a vlog. Through this, they can learn new skills, think critically, and research while having fun.

         Modern teachers use technology every day.  They use it to conduct lessons, disseminate information, hold meetings, research, and many more.  When the pandemic hits, teachers take the opportunity to learn how to exhaust available resources to still do their job without risking their health. Zoom, Google meet, Viber, Messenger, and other platforms are ways for the teacher to get in touch with students, parents, and colleagues. Technology helps teachers to lessen their workloads and teach efficiently.

         Changes in students’ profiles and behaviors together with new technologies will continue to shape education. New types of learners call on new teaching methodologies and strategies. Modern teachers are working hard to also continue to learn. They are prepared to be trained and updated regularly so they can meet the needs of the students with the help of the school administration, the government, and other stakeholders. Teachers should keep up with the modernization so they can also keep up with their students. The world has changed, and it could be hard for teachers to keep up with it all. But that doesn’t mean that they will not try!

Life is a journey marked by distinct phases, each with its unique set of challenges and opportunities. One such phase that has garnered increasing attention in recent years is the "quarter-life crisis." Coined to capture the sense of uncertainty and unease experienced by individuals in their mid-20s to early 30s, the quarter-life crisis reflects a period of profound self-reflection and reassessment. This article delves into the concept of the quarter-life crisis, its manifestations, and strategies for navigating this transformative period.

The quarter-life crisis is not a formally recognized psychological condition, but rather a cultural phenomenon that reflects the challenges associated with the transition from adolescence to adulthood. It typically occurs when individuals confront the realities of adult life, such as establishing a career, forming meaningful relationships, and gaining financial independence. This phase is marked by feelings of anxiety, confusion, and a sense of being unfulfilled despite societal expectations of achievement and success.

One of the primary triggers of the quarter-life crisis is the pressure to establish a successful career. Many individuals find themselves questioning their chosen path, experiencing job dissatisfaction, or feeling overwhelmed by the competitive job market. The quest for meaningful connections and stable relationships can intensify during this phase. Questions about long-term commitment, marriage, and starting a family may loom large, leading to relationship stress and uncertainty. The quarter-life crisis often prompts individuals to reevaluate their values, beliefs, and personal identity. This can result in a period of self-discovery, as people seek to align their lives with their authentic selves. Financial independence becomes a significant concern, with individuals grappling with student loans, housing costs, and the overall challenge of managing their finances. This can contribute to feelings of insecurity and inadequacy.

Embrace the period of self-discovery by reflecting on personal values, goals, and passions. Understanding oneself is crucial for making informed decisions about career, relationships, and overall life direction. Recognize that it's normal to face uncertainty and setbacks during this phase. Setting realistic expectations and understanding that not everything has to be figured out immediately can alleviate unnecessary pressure. Don't hesitate to seek advice from friends or professionals. Sharing experiences and seeking advice can provide valuable insights and reassurance that you're not alone in facing these challenges. Understand that change is a constant in life. Embrace the idea that the path to self-discovery may involve detours and unexpected twists. Flexibility and adaptability are key to navigating the quarter-life crisis.

The quarter-life crisis is a natural and transformative phase of life, providing an opportunity for growth and self-discovery. By acknowledging the challenges, it presents and adopting proactive strategies, individuals can navigate this period with resilience and emerge stronger, more self-aware, and better equipped to face the opportunities and challenges of adulthood. Remember, the journey of self-discovery is a lifelong process, and the quarter-life crisis is just one chapter in the larger narrative of personal development.

ABSTRACT

This study investigated teachers’ work-life balance and its impact on their teaching performances in the Poona-Piagapo District Schools, Division of Lanao del Norte, for School Year 2022-2023. The study surveyed 88 district primary and elementary teaching personnel and ALIVE teachers, analyzing key demographic data, work-life balance practices, teaching performances, and challenges influencing work-life balance and performance in the new normal. The study found that teachers in the district were able to achieve work-life balance despite the pandemic, with good teaching performances indicating that their work-life balance did not negatively impact their productivity. The study suggested that work-life balance could be significant to teachers' performance, with teachers reporting better work-life balance exhibiting higher levels of personal and academic productivity. The study recommended that schools and educational institutions provide more resources and support for teachers in managing stress and maintaining work-life balance to prevent burnout; parents and the community play an essential in supporting teachers to achieve work-life balance. Further research might investigate the long-term effects of the pandemic on teachers' work-life balance and performance and examine interventions aimed at promoting work-life balance and improving social connections.

ACKNOWLEDGEMENT

There are many people that I would like to thank for the completion of this study. But above all, I would like to thank and bring back all the glory to our Almighty Allah (S.W.T.) for providing me with wisdom, knowledge, and strength. Indeed, without our Divine Creator’s guidance, I cannot make this study possible.

I would also like to thank my family and in-laws; for their undying financial and moral support, who inspired and motivated us to finish this study;

    To my graduate thesis adviser, Prof. Jamilah-Hakimah B. Umpa, for the consistent follow-up and for the time and wisdom she shared with me in accomplishing and improving the paper;

    To our  Department Chairperson, Prof. Jehanie May A. Macasawang and the panel members for their encouraging words and advice, which helped me complete my study;

    To my school head, Mrs. Meriam P. Mamarinta, for her patience and motivation;

    To the school heads and teachers of the Poona-Piagapo District for their cooperation during the conduct of the study;

To all my co-teachers, friends, and classmates who, in one way or another, have given their support and encouragement while working on my study;

And to all others, who are too many to mention, for their timely support when I needed them.

CONTEXT AND RATIONALE

COVID-19 has posed noteworthy challenges to the education sector, disrupting learning, and causing widespread implications. One of the most prominent problems is the abrupt closure of schools and universities, leading to a loss of in-person instruction and hindering students' academic progress. Although a necessary alternative, the transition to online learning has highlighted the stark digital divide, with many students needing access to reliable internet and suitable devices for remote education. The pandemic has also worsened existing educational inequalities, with marginalized students and those from low-income backgrounds disproportionately affected due to limited resources and support.

Moreover, the pandemic has significantly disrupted teachers' work-life balance, intensifying existing challenges and introducing new ones. The sudden shift to remote and hybrid learning models has required teachers to quickly adapt to unfamiliar technologies and teaching methods, often resulting in increased workloads, and longer work hours. The blurring of boundaries between personal life and work, with teachers conducting lessons from home, has made it difficult to establish a clear separation between professional responsibilities and personal time. Additionally, the emotional toll of the pandemic, along with the added pressures of supporting students' social and emotional well-being, has further strained teachers' work-life balance.

The teachers in the Poona-Piagapo district schools are not excluded from this widespread phenomenon. The balance between life and work is crucial for teachers' welfare and ability to perform their jobs effectively. However, the new normal has made it challenging for each of them to achieve a healthy work-life experience, which may adversely affect their teaching performance.

This problem is not unique to the Poona-Piagapo district, but it is a global issue affecting teachers worldwide. The sudden shift to online and remote teaching has blurred the lines between work and personal life, making it difficult for teachers to sustain a balance between the two. Furthermore, teachers’ lack of training and support to adapt to the new normal has added to their challenges. These issues can adversely affect their mental health, teaching performance, and job satisfaction, leading to burnout and turnover intention.

These challenges are even more pressing in the local settings of the Poona-Piagapo district. The district has a high poverty rate, limited resources, and inadequate infrastructure. These factors can exacerbate the challenges teachers face, making it even more challenging for them to sustain a healthy work-life balance while ensuring quality education for their students.

To address these challenges, it is essential to identify the gaps and challenges faced by primary and elementary teachers in the Poona-Piagapo district schools. Additionally, it is vital to look at the standing studies on work-life balance and teaching performance to understand the potential solutions that can be implemented to support teachers in realizing an effective work-life balance and enhancing their teaching performance.

Studies have shown that training and workshops on stress management, time management, and effective communication can improve teachers' well-being and performance (Chen et al., 2016; Seckin, 2018). Hence, this study aimed to develop a training and workshop plan that can be implemented in the Poona-Piagapo district schools to enable the primary and elementary teachers to have a better balance in their work and life and maximize their teaching performance.

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ABSTRACT

The study determined the level of ICT competence and the use of flexible learning options among teachers in Poona-Piagapo District. The findings showed that the respondents had a moderate to competent level of ICT competence in various areas, such as technology operations and concepts, teaching and productivity tools, network resources, and ICT-based activities and materials for teaching. The study also found a significant relationship between teachers’ educational attainment and ICT competencies. Moreover, the study revealed that the respondents utilized various flexible learning options, such as self-learning modules, radio-based instruction, and television-based instruction. The use of flexible learning options can be an effective way to adapt to the current situation and meet the diverse needs of learners. The study recommended providing learners with more learning materials and aiding them in the use of videos and audios to help them better understand and comprehend their modules. It also suggested that teachers undergo training to further enhance their computer skills and modules. The findings can inform the development of targeted training programs to enhance the ICT competencies of teachers, which can improve their ability to deliver quality education using various ICT-based tools and materials. Further, the study’s findings can inform the development of policies and programs to support the use of flexible learning options in schools, which can help address the challenges posed by the current situation and promote better learning outcomes for all learners.

ACKNOWLEDGMENT

The researcher wishes to express her never-ending gratitude to the Greatest Teacher of all for giving her the wisdom and strength in exploring all avenues of learning, helping her surpass all the trials that she encountered, and giving her the determination to pursue her studies.

  The researcher would like to express her heartfelt gratitude and appreciation to the following persons who helped her to fulfill this requirement:

  Her family, for their belief in their capacity to pursue simultaneous tasks in her multiple roles as wife, mother, and sister;

  Prof. Jamilah-Hakimah B. Umpa for her consistent follow-up;

  To the panel members for giving her insights and ideas for the betterment of the study;

  To the Coordinator of the Graduate Studies Department, Prof. Jehanie May A. Macasawang, for her encouraging words and pieces of advice which helped with the completion of this study;

To my school head, Mrs. Meriam P. Mamarinta, for her patience and motivation;

To the school heads and teachers of Poona-Piagapo District, for their cooperation during the conduct of the study;

To all of my co-teachers, friends, and classmates who in one way or another have given their support and encouragement while working on the study.

All others who are too many to mention, for their timely support when I needed them.

CONTEXT AND RATIONALE

In today's world, education and information technology have become inseparable allies, completely transforming the way learning and knowledge are shared. The incorporation of technology into education has opened up boundless possibilities for both students and teachers, erasing the constraints of traditional classrooms and granting instant access to a vast pool of information. The introduction of interactive learning platforms, virtual classrooms, and online resources has fundamentally changed how students interact with academic material. Moreover, technology has given educators the power to customize learning experiences, cater to individual requirements, and employ innovative teaching approaches.

However, the problem of integrating information and communication technology (ICT) in education has become increasingly urgent in recent years. The rapid advancement of technology has brought about new opportunities and challenges for educators, particularly in the delivery of flexible learning options. As observed, the incorporation of ICT in education requires competent and skilled teachers who can effectively integrate technology into their teaching practices.

One of the challenges in the integration of ICT in education is the lack of teacher competencies in using technology for teaching and learning. Previous studies have shown that many teachers struggle with integrating technology, which can hinder the effectiveness of flexible learning options (Cox & Graham, 2016; Ertmer & Ottenbreit-Leftwich, 2016). Furthermore, while there have been numerous studies on teacher ICT competencies, there is still a gap in the literature when it comes to identifying specific competencies required for the effective integration of technology in flexible learning options.

The importance of this study lies in the need for an intervention plan to support teachers in developing the necessary competencies for effective integration of ICT in flexible learning options. By identifying the specific competencies required for integrating technology in flexible learning options, this study could provide valuable insights and guidance for teacher professional development programs. The purpose of this study was to investigate the current level of teacher competencies in ICT and to develop an intervention plan that addresses the gaps in teacher competencies for the effective integration of technology in flexible learning options.

Furthermore, this study aimed to address the gap in the literature by identifying the specific competencies required for the effective integration of technology in flexible learning options and developing an intervention plan to support teachers in developing these competencies. This study could be beneficial as it could help to improve the quality of education by ensuring that teachers be equipped with the necessary competencies for effective integration of ICT in flexible learning options.

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Introduction:

Discipline in schools is often associated with rules, consequences, and authority. However, a paradigm shift towards positive discipline is gaining momentum, emphasizing a proactive and constructive approach to behavior management. This article explores the principles and benefits of positive discipline in education, highlighting how it fosters a culture of respect, responsibility, and growth.

1. Understanding Positive Discipline:

Positive discipline is a philosophy that seeks to teach, guide, and reinforce positive behaviors rather than focusing solely on punitive measures. It emphasizes the importance of nurturing students' social and emotional development, fostering self-discipline, and building strong teacher-student relationships.

2. Building Healthy Teacher-Student Relationships:

Positive discipline places a premium on creating strong connections between educators and students. By prioritizing communication, empathy, and understanding, teachers can establish an environment where students feel heard and supported, paving the way for mutual respect and cooperation.

3. Teaching Responsibility and Self-Regulation:

Rather than relying on external controls, positive discipline encourages students to develop internal self-regulation and a sense of responsibility for their actions. Through discussions and problem-solving, students learn to understand the consequences of their choices and develop the skills needed to make positive decisions independently.

4. Constructive Classroom Management:

Positive discipline involves proactive strategies for managing behavior within the classroom. Teachers can create a positive learning environment by setting clear expectations, providing consistent routines, and reinforcing positive behaviors. When challenges arise, educators address them calmly and collaboratively, focusing on solutions rather than punishment.

5. Encouraging Reflection and Growth:

In a positive discipline approach, mistakes are viewed as opportunities for learning and growth rather than as reasons for punishment. Teachers guide students through reflective processes, encouraging them to understand the impact of their actions and consider alternative behaviors. This fosters a mindset of continuous improvement and personal development.

6. Inclusive and Restorative Practices:

Positive discipline promotes inclusivity and employs restorative practices as alternatives to punitive measures. Restorative circles, peer mediation, and collaborative problem-solving create opportunities for dialogue, empathy, and resolution, helping to strengthen the sense of community within the school.

Conclusion:

Positive discipline is more than a set of techniques; it is a holistic approach to education that prioritizes the well-being and growth of students. By fostering healthy teacher-student relationships, teaching responsibility, implementing constructive classroom management, encouraging reflection, and embracing inclusive and restorative practices, schools can create environments where discipline becomes a tool for empowerment and personal development. In embracing positive discipline, educators contribute to the cultivation of respectful, responsible, and resilient individuals prepared for success in both academia and life.

Covid-19 pandemic has changed the system of education for the past three years. During this time, the Department of Education implemented distance learning modalities to ensure learning continuity. However, many challenges arose before, during, and after the implementation. Despite of the problems encountered; the government did its best particularly the Department of Education to support 27. 7 million learners under Basic Education. (povertyaction.org) Furthermore, as stated in the DepEd Order No. 17, s. 2022, which is the Guidelines on the Progressive Expansion of Face- to -Face Classes, there was a gradual transition from distance learning to traditional learning set-up. Schools have prepared for the limited and progressive expansion of classes. The learners experience once again the benefits of face-to-face teaching and learning.

As the World Health Organization (WHO) announced that Covid-19 is no longer an international public health emergency, the Department of Education put into effect the transition to 5 days in person classes that started on November 2, 2022 under DepEd Order No. 034 s. 2022. In relation to this, one of the aftermaths of the pandemic is the learning gaps or learning loss that has an effect to student’s learning and progress. Moreover, others called it “learning poverty” in its more formal term. According to Brian James Lu (2023), a columnist of Philippine News Agency, the Philippines is suffering from an extreme ‘learning poverty’ brought about by the pandemic. Learning poverty, as defined by the World Bank, means being unable to read and understand a simple text or story by age 10. A pre-pandemic (2019) World Bank study puts the Philippines’ learning poverty at 69.5 percent. In 2021, however, it increased to 91 percent, meaning nine out of 10 Filipino children under the age of 10 are unable to read a simple text.

The percentage of academic achievement rate was also an evident for learning gaps, wherein most of the schools have decreased on achievement rate due to certain factors. Based on our school data, the academic achievement rate of students specifically in English has decreased from 84% to 80%. Along with this, the results of reading assessment of some Grade 7 learners which was conducted last year showed that they were in the frustration level. Due to these reasons, the school implemented teaching and learning strategies to be able to address these learning gap issues.

 Literacy and Numeracy, as the foundational skills have been one of the priorities in the School Improvement Plan and Annual Improvement Plan for the last two years up to this current school year.  According to Kangan Institute Blog (2021) literacy is the ability to read, write, speak and listen in ways that will allow us to communicate effectively to a variety of different audiences and to make sense of the world. Meanwhile, numeracy is defined as the ability to access, use and interpret and communicate mathematical information and ideas, in order to engage in and manage the mathematical demands of various situations in adult years. (kangan.edu.au) Therefore, literacy and numeracy help people gain the fundamental skills necessary to achieve success in life. On the other hand, students need to enhance more of their literacy and numeracy capabilities to be able to learn and understand difficult concepts and ideas.

         To be able to address the learning gaps specifically in teaching and learning English, here are some of the best practices that the teachers are using in our school:

1. WORD OF THE DAY-In order for the students to learn new words and as an additional to their vocabulary knowledge, teachers are using this practice.  Students will acquire understanding of the meaning of the word, its correct pronunciation, and its use in sentence form.

2. SPELLING DRILL-One of the skills that need to enhance in learning English is writing, which includes spelling. Thus, this practice aids the students to learn the correct spelling of the words and eventually help them to compose a paragraph with proper orthography or spelling.

3. READING LOG-To develop passion for reading, students are tasked to read a short story or short passage. Then, they will fill in their reading log by telling who is the author, identifying the type of genre, stating the time they started and finished reading, formulating questions from the story or passage, and providing the learnings they gained from the story or passage.

4. READING REMEDIATION-First, the teacher conducts pre-reading assessment, then, from that, the teacher makes plans for reading activities and reading remediation. This activity could improve the reading abilities of the learners particularly in reading comprehension.

5. LEARNING GAMES-To be able to engage them actively in the learning process, the teacher makes use of games such as board games/scrabble, word search, puzzle, and even gamified games via the internet. Through these, learners may have the retention of concepts since they are involved in the activity.

        With these strategies, gradually, we can help to fill in the learning gaps. We should not give up in giving our learners the best education that they need. The process is not that easy, but if we do it together and work hand in hand, we could help our learners to achieve success in the near future and we make them ready to face the challenges of the world.

COVID -19 pandemic has brought about significant challenges for education leaders in the Philippines. The pandemic has disrupted traditional modes of education and school leaders have had to adapt to new ways of teaching and learning. The situation has required school leaders to be innovative and resourceful in finding ways to ensure that learning continues despite the challenges posed by the pandemic.

The research paper, written by Dr. Nilda V. San Miguel and Dr. Elymar A. Pascual, is a thorough analysis of the school heads’ resilience in the Division of Laguna, Philippines in the time of COVID-19. During the school year 2021-2022, schools open its doors through Learning Delivery Modes to its students. There was lack of preparation for the new modality of learning. Difficulties in dealing and communicating with parents, soliciting their support, monitoring barriers and uncertainty about the effectiveness of the modular distance learning were experienced by the school heads.  Through the Enhanced School Learning Continuity Plan, school heads equipped themselves the leadership skills which were unnoticed during the pre-pandemic era.  The authors saw the need to investigate the level of resiliency of the school heads and to provide recommendations to sustain resiliency and handling of success of schools in the seven dimensions of the E-SLCP.

The paper focuses on the issues of community cohesion, continuing dialogue, mental and psychosocial wellbeing as well as feedback. In addition, the study explores how the E-SLCP has been put into place regarding learning, teaching quality and resource availability. Seventy-three (73) public elementary/secondary school heads were surveyed whose knowledge on the management of educational leadership in crisis times provided basis for their research.  The findings imply that school principals should concentrate on initiatives that uphold resiliency, such as offering technical support to teachers and students, and adopting alternative learning arrangements to ensure safety.

The authors conducted a valuable research study on school leaders' resilience amidst the pandemic in the Division of Laguna, Philippines. For this, I give my commendation for answering the questions running in the minds of every school head during the pandemic. The study adds to the research studies by providing the insights specific to the Philippines particularly in Laguna Province and the experience of the school heads in implementing E-SLCP. The research design utilized was the Mixed Method process involving quantitative and qualitative data. There were limits in the distribution of the survey questionnaire. They used Google Forms to gather answers since Community Quarantines were strictly implemented.   The paper was clear and easy to read. It provided detailed presentation of data for each dimension together with the provision of 2D Word Cloud of frequently appearing words that were interesting based on their qualitative questions. During this period, virtual communication technologies emerged to support the need for constant communication from the authors to the participants.

Looking on the questions posed by the authors of the study, each of them were addressed clearly. Data interpretations showed that school heads very high levels of resiliency. They implied the value of the trainings prepared by the DepEd Central Office in preparing teachers in implementing the E-SLCP. The dimensions outlined the processes in ensuring the success of the National Learning Continuity Plan.

The study revealed the ways in which principals continued to be resilient and executed the improved school learning continuity plan, including community togetherness, sustained interactions, mental and psychological well-being, and willingness to accept recommendations. The conclusions were consistent with the evidences presented. The article was able to answer the main question posed. Many other research articles were agreeable to the result of this study. There was congruency in their conclusions although they made use of different dimensions which was observed to be similar in form.

The following are some observations made that will be helpful for better understanding of the contents presented in the study.

First, table below shows the dimensions used in measuring the level of resiliency were directly related to the key indicators in the Philippine Professional Standards for School Heads. Due to the inevitable events, school heads adapted themselves to be able to deliver quality education. They enhanced their skills in various tasks needing attention specially those matters involving communication to parents and other stakeholders.

         Many studies in the local and international academic communities came up with the same results. Promotion of community cohesiveness and attention to mental and psychosocial health were key indicators in all the conduct of the plans towards learning continuity. Tabones et al. (2023) stated that recalibration and progress became a common subject in school heads. Support systems were made essential to ensure that the people in the academic community continually be resilient in these trying times. School heads strengthened linkages to stakeholders as part of adapting in the new normal (Guiamalon et al., 2022). Teleconferencing became an vital skill in solidifying stakeholder linkages and promoting community cohesiveness. In addition, Conejero et al. (2023) presented that one coping mechanism in  leading their schools was to constantly communicate with their teachers.

Secondly, some important    questions were answered through the use of 2D Word Cloud Technique. These graphical representations of word frequency give greater prominence to words that appear more frequently in a source text. The larger the word in the visual the more common the word was in the document(s). The authors were able to extract the essence for the development of the four themes. This is a good practice of gathering the voice of the participants to come up common messages based on the results of the study.

Thirdly, each of the dimensions of resilience only contained three indicators. The items regarding the other questions in the statement of the problem were answered through open-ended interview.  It was suggested by Shurma (2022) that a good questionnaire has only 20-30 items which can be answered in 30 minutes.  With this,  authors made sure that the administration of their survey questionnaire has kept the interest of their participants. Significant responses were evident since the questions were short as written.

Lastly, focus was given to construct the themes for the dimensions of the E-SLCP. Based on the interview, relevant words emerged. These were made basis for the recommendation made by the authors. They suggested that school heads should initiate projects that can handle the seven dimensions in the School Learning Continuity Plan. Having projects may be good for large and very large schools, this may pose additional challenges to medium and small schools. This is to suggest that school heads may choose among the dimensions of E-SLCP which needing priority improvement. Some schools may have strong capabilities but lacking in others. It is in the authority given to school heads to answer the most pressing concerns needing immediate solution.

Ultimately, the authors answered all the questions in their research study in a clear and well-detailed manner. They were able to discuss the reasons that give rise to the responses of 73 participants.  This study presented what had occurred in schools during the COVID-19 pandemic. In reality, while teachers and learners were safe at home conducting the online, blended and modular learning modalities, I must say that the school heads were the unsung heroes in this phenomenon. With all decisions made and efforts exerted, the authors documented a part of the history in Philippine Education.

REFERENCES

Acuña, Levy Jose & Ancho, I. (2022). Leadership Innovations During COVID-19 Pandemic: Practices of Filipino Principals in Teacher Professional Development . E-Jurnal Penyelidikan Dan Inovasi, 9(2), 135–155. https://doi.org/10.53840/ejpi.v9i2.33

Adams, D., Namoco, S. O., Ng, A. Y. M., & Cheah, K. S. L. (2023). Leading schools during a pandemic and beyond: Insights from principals in the Philippines. Management in Education, 08920206231177375. https://doi.org/10.1177/08920206231177375

Cahapay, M. B. (2022). The Phenomenon of Leading without Guidebook: Educational Leadership Practices of Philippine School Principals in Virulent COVID-19 Times. International Journal of Educational Leadership and Management. 10 (1), 2-24, doi: 10.17583/ijelm.2022.7666

Conejero, A. J & Opena, H. A. (2023). Leading Without Limits: A Phenomenological Study Of The Lived Experiences Of Instructional Leaders During Pandemic.. https://eprajournals.net/index.php/IJMR/article/view/2573

Guiamalon, T. S., Lumapenet, H. T. (2022). Coping with COVID-19: How Public Secondary School Principals Adapt to the New Normal?. International Journal of Early Childhood Special Education (INT-JECSE) DOI: 10.9756/INT-JECSE/V14I1.277 ISSN: 1308-5581 Vol 14, Issue 01 2022 PP:2363-2367

Miguel, N. V. S., & Pascual, E. A. (2021.). School Leaders’ Resilience amidst Pandemic in the Division of Laguna, Philippines. International Journal of Research Publications, 88(1). https://doi.org/10.47119/ijrp1008811120212390

Panunciar, D., Bacolod, M. M., Abadiano, M., & Deocares, M. S. (2022). Emerging School Leadership amidst Covid-19 Pandemic. ResearchGate. https://doi.org/10.17762/pae.v57i9.2549

Sharma H. (2022). How short or long should be a questionnaire for any research? Researchers dilemma in deciding the appropriate questionnaire length. Saudi journal of anaesthesia, 16(1), 65–68. https://doi.org/10.4103/sja.sja_163_21

Tabones, G. M., Caballes, D. G. &  Cabrigas, E.  C. (2023). Educational Leadership during the COVID-19 Pandemic: A Sequential Explanatory Study on Educational Leaders of Catbalogan City, Philippines. Innovations, Number 71 December 2022. wwww.journal-innovations.com. Retrieved: Novermber 2, 2023.

COMPETING INTEREST

The author has declared that there is no conflict of interest.

ACKNOWLEDGEMENT

The correspondence writer would like to acknowledge the following people who were important in the completion of this correspondence article.

1. Dr. Nilda V. San Miguel, Principal II  of  Lumban Central Elementary School and Dr. Elymar A. Pascual , Master Teacher II of Talangan Integrated National High School, both from the Division of Laguna, for their approval for the writer to create this correspondence article.

2. Dr. Wandivienna B. Garcia, Master Teacher II of Lumban Senior High School, Division of Laguna,  for her insights in the crafting of this article

3. Dr. Maria Eliza P. Cruz, Graduate School Professor of School of Teacher Education of the National Teachers College for sharing her technical expertise in conducting Qualitative Research writing.

CORRESPONDENCE WRITER

John Daniel P. Tec

Public Schools District Supervisor

Schools Division Office – San Pedro City

and

Graduate School Student

School of Teacher Education

National Teachers College