Education is more than the transfer of knowledge; it's a journey of discovery, growth, and empowerment. Central to this journey is the key factor of student motivation. When students are motivated, they not only engage more actively in the learning process but also achieve higher levels of success. In the realm of education, it falls upon educators to inspire and elevate their students, nurturing a passion for learning that extends beyond the classroom. From setting clear objectives to creating a positive learning environment, each strategy aims to empower educators in creating an atmosphere where students are not only learners but also active participants in their own educational growth.

One of the foundational strategies is setting clear learning objectives and expectations. When students understand the purpose of their studies and have a roadmap for their academic journey, it provides them with a sense of direction and purpose. This strategy helps cultivate a mindset where students see each lesson as a step forward on their path to knowledge. To capture students' interest, educators must bridge the gap between theory and real-world application. Making lessons relevant to everyday life fosters a deeper understanding of the subject matter and illustrates its practical implications. This approach helps students see the value in what they're learning, sparking intrinsic motivation.

Empowering students with choices and a degree of control over their learning can be a powerful motivator. When students have a say in their education, whether through project selection or determining aspects of classroom activities, it instills a sense of responsibility and ownership. This autonomy nurtures a positive attitude towards learning. A positive and inclusive classroom atmosphere is vital for fostering motivation. Students thrive in a setting where they feel safe, valued, and respected. Establishing clear behavioral expectations and promoting a culture of collaboration and support contributes significantly to a conducive learning environment.

Recognizing and catering to different learning styles is crucial. A variety of teaching methods, including lectures, group activities, discussions, and multimedia presentations, ensures that all students can engage with the material in a way that resonates with them. This diversity keeps the learning experience dynamic and interesting.

Positive reinforcement is a potent motivator. Celebrating both small and large achievements, whether through verbal praise or giving certificates reward that reinforces the idea that effort leads to success. This recognition fosters a sense of accomplishment and encourages students to persist in their academic endeavors.

Motivating students is an art that requires a multifaceted approach. By implementing these strategies, educators can create an environment where motivation becomes intrinsic to the learning process. Education then transforms into a journey where students are not just receivers of knowledge but active participants in their own intellectual and personal growth. As we strive to motivate, we lay the foundation for a generation of empowered individuals ready to navigate the challenges of the future with enthusiasm and resilience.

PANIMULA

Malawak ang impluwensiya ng pelikula sa kultura ng mga Pilipino, dahil sa kanilang kakayahang magpakita ng iba't ibang uri ng kuwento at karanasan ng mga tao. Sa bansang Pilipinas, ang pelikula ay isa sa mga popular na anyo ng sining. Ito ay nagbibigay ng kasiyahan at aliw sa mga manonood, ngunit hindi lamang ito nagbibigay ng kaligayahan, kundi nagbibigay din ng mga mensahe tungkol sa kultura at lipunan ng mga Pilipino. Subalit sa pag-usbong ng LGBT ay umusbong din ang mga sikat at kilala na mga artista na naging inspirasyon at motibasyon ng mga nagtatago pa sa kanilang kasarinlan na lumabas at ipahayag ang sariling pagkatao.

Pinakasikat sa bansang Pilipinas si Vice Ganda na isang LGBTQ+. Siya ay itinuturing na isa sa mga pinakamatagumpay na artista na kilala sa kanyang mga stand-up comedy shows sa telebisyon man o sa mga bars. Habang sa konteksto ng midya, ang pelikula ay isa sa mga mahalagang midyum sa pagpapalaganap ng kulturang Pilipino. Binanggit ni Balce (2016) na ang mga pelikula ay naglalarawan ng mga realidad, karanasan, at mga isyung kinakaharap ng lipunang Pilipino. Ang mga pelikula ni Vice Ganda ay nagbibigay ng pagkakataon sa mga manonood na makita ang mga karakter na hindi lamang nagpapakita ng pagiging LGBTQ+, kundi nagbibigay rin ng mga kuwento at mga hamon ng mga taong ito sa pang-araw-araw na buhay. Sa pamamagitan ng kanyang mga pelikula, magbibigay ito ng representasyon at boses sa mga miyembro ng LGBTQ+ na madalas na hindi nabibigyan ng sapat na espasyo at pagkilala sa lipunan.

Samantala, sa pamamagitan ng pagpapatawa, nakatutulong si Vice Ganda na magbigay ng kamalayan sa mga manonood tungkol sa mga hamon at diskriminasyon sa lipunan, lalong lalo na sa pagbibigay ng positibong representasyon ng mga miyembro ng LGBTQ. Sa ganitong paraan, malinaw na nakatutulong si Vice Ganda sa pagpapalawak ng kamalayan tungkol sa mga hamon at diskriminasyon sa lipunan, pati na rin sa pagbibigay ng positibong representasyon ng mga miyembro ng LGBTQ. Sa pamamagitan ng kanyang mga pelikula, nagbibigay siya ng boses at nagtataguyod ng pagpapahalaga sa mga taong nasa laylayan ng lipunan.

LAYUNIN NG PAG-AARAL

 Nilalayon ng papel na ito na matukoy ang impluwensiya ng mga pelikula ni Vice Ganda sa pagpapalawak at pagpapakalat ng kamalayan sa lipunan at masuri ang mga epekto ng pelikula ni Vice Ganda sa pagpapahalaga sa mga miyembro ng LGBTQ sa Lipunan.

METODOLOHIYA

Gumamit ang mananaliksik ng kuwalitatibong disenyo sa uring deskriptibong pananaliksik para sa pag-aanalisa, paglalahad, at pagtatalakay ng mga nakolektang datos. Limang mga kompermadong kasapi ng LGBTQ+ ang siyang mga kalahok at sa pamamagitan ng pakikipanayam ang pagkuha ng datos.

RESULTA AT DISKUSYON

Tiwala sa sarili at isang inspirasyon ang dalawang temang nabuo para sa impluwensiyang hatid ng pelikula ni Vice Ganda sa kamalayan ng mga LGBTQ+. Ang mga tema na ito ay nagpapakita ng positibong epekto ng mga pelikula ni Vice Ganda sa pagpapalawak ng kamalayan, pagpapahalaga, at pagtanggap sa mga miyembro ng LGBTQ+ sa lipunan. Nakatulong sa pagbibigay ng lakas ng loob sa mga miyembro ng LGBTQ+ na ipakita ang kanilang mga talento at kakayahan at hindi sila dapat mahusgahan dahil sa kanilang sekswalidad at kasarinlan. Naging inspirasyon ng mga LGBTQ+ ang pelikula ni Vice Ganda dahil ipinapakita nito na hindi lamang nagbibigay ng aliw ang mga pelikula nito kundi nagbibigay rin ito ng mga aral na may kinalaman sa pagpapalawak ng kamalayan at pagtanggap sa mga miyembro ng LGBTQ+ sa lipunan. Ayon kay Tiongson (2017), sa mga pelikula ni Vice Ganda, ipinapakita niya ang kanyang personalidad bilang isang miyembro ng LGBTQ+ community. Sa pamamagitan ng kanyang mga karakter at mga eksena, nakatulong siya na magbigay ng positibong representasyon sa mga miyembro ng LGBTQ+ community sa bansa. Sa mga pelikula niya, hindi lamang siya nagbibigay ng aliw, ngunit nagbibigay din siya ng pagpapahalaga at pagbibigay-boses sa mga taong nasa laylayan ng lipunan.

Habang ang dalawang tema na nabuo para sa epekto ng mga pelikula ni Vice Ganda sa mga LGBTQ+ ay nagbibigay ng pag-asa para sa kanila at nabibigyan ng espasyo at boses ang mga kasapi nito. Ito ay nagbibigay ng pag-asa na sa pamamagitan ng mga pelikula, nagkaroon ng mas malawak na pagtanggap at respeto sa mga LGBTQ+ sa lipunan. Sa bawat pelikula niya, nabigyan ng espasyo at boses ang mga miyembro ng LGBTQ+ at nagbigay ng pagkakataon na maipakita ang kanilang tunay na pagkatao. Ayon sa artikulo ni Tan (2017), ipinapakita niya ang kahalagahan ng mga pelikula ni Vice Ganda sa pagpapatawa at pagpapakatotoo sa mga hamon at diskriminasyon sa lipunan. Sa mga pelikula niya, hindi lamang niya ginagawang nakakatawa ang mga sitwasyon, ngunit ipinapakita rin niya kung paano nakakatulong ang pagpapatawa sa pagbibigay ng positibong pananaw sa kabila ng mga hamon at diskriminasyon sa lipunan.Sa ganitong paraan, nakakatulong ang mga pelikula ni Vice Ganda sa pagpapalaganap ng pagtanggap at pagpapahalaga sa lahat ng tao, anuman ang kanilang kasarian at pagkakakilanlan.

KONGKLUSYON

Sa pamamagitan ng mga pelikula ni Vice Ganda ay naipapakita niya ang kaniyang personalidad bilang isang miyembro ng LGBTQ+. Sa tulong ng kanyang mga karakter at mga eksena sa pelikula, nakatutulong ito na makapagbigay ng positibong representasyon sa mga miyembro ng LGBTQ+ sa Pilipinas. Sa mga pelikula niya, hindi lamang siya nagbibigay ng aliw, ngunit nagbibigay din siya ng pagpapahalaga at pagbibigay-boses sa mga taong nasa laylayan ng lipunan. Dagdag pa, sa kaniyang mga pelikula ay nakadagdag sa  pag-unawa ng mga konsepto ng kasarian, sekswalidad, at pagkakakilanlan sa mga paraan na labag sa tradisyunal na pananaw ng lipunan.

Sa huli, para mas maipakalat ang mensahe ng pagkakapantay pantay at paggalang sa lahat ng uri ng kasarian, mahalaga na patuloy na magbigay ng suporta sa mga proyektong naglalayong magbibigay ng karapatan at pagkilala sa mga miyembro ng LGBTQ+ sa lipunan. Dapat ding itaguyod ang paggawa ng mga pelikula at iba pang uri ng midya na nagbibigay ng makabuluhan at positibong representasyon ng bawat isa anumang kasarian ang dinadala.

Sanggunian:

Balce, Nerissa. “Tastes Like Chicken: The History of Comic Traditions in the Philippines.” University of Michigan Press. 2016.

Tan, Michael. “Vice Ganda and the Importance of Laughter and Truth.” Philippine Daily Inquirer. Retrieved from [https://opinion.inquirer.net/107759/vice-ganda-importance-laughter truth.↗](https://opinion.inquirer.net/107759/vice-ganda-importance-laughter-truth.).2017.

Tiongson, Nicanor. “The Vice Ganda Phenomenon. In A. G. Gonzales (Ed.), Ang Sining ng Komedya sa Filipinas.” (pp. 267-281). University of the Philippines Press. 2017.

ABSTRACT

This Food Experimental study was conducted to determine the acceptability of calabash fruit candy in terms of taste, texture, appearance and aroma. This research was established an acceptable, delicious and unique type of candy that would be helpful or beneficial for everyone. The researcher conducted a research entitled “Sensory Evaluation of Relative Acceptability of Calabash Fruit as used in Making Candy” that could be the best candy for all ages. Respondents in the study were 30 Senior High school students and 5 faculty members of Father Julian C. Rago Memorial National High School. The data gathering tool used in the study was a researcher-made questionnaire. The study underwent validation and analysis. The descriptive statistics used were frequency, mean and percentage. Major findings of the study revealed that the study were highly acceptable in terms of level taste, texture, appearance and aroma. In addition, the Calabash fruit candy was very acceptable and well-prepared candy which was properly, safely and aseptically stored.

(Purpose) The purpose of this research is to provide intervention material to help grade six students improve their reading skills. (Methods) To define the variables of study, descriptive statistics were used to establish frequency and percentage. The respondents were chosen from 300 Grade 6 S.Y. 2021-2022.  Pre reading assessment was done to acquire the information to be compared. The teachers then performed reading sessions with the students, as well as the use of intervention materials and home-based learning with the support of parents/guardians. After several months, post reading assessment was done. Scores after the utilization of crafted intervention materials were collected, analyzed, tabulated, and interpreted for  statistical  treatment.  (Findings)  On  reading  level  of  the  Grade  Six  Acacia  before  utilization  of intervention materials, it can be gleaned from the table that only 105 learners   (35 %) of the class were independent readers, 150 learners (50 %) belonged to instructional level and 45 out of 300 learners ( 15%) were in frustration level or slow readers .On reading level of the Grade Six after utilization of intervention materials, the data showed that 130 learners (43 %) of the learners became independent readers, 155 learners (52 %) belonged to instructional level and 15 out of 300 learners (5%) remained to be in frustration level or slow readers . This showed that intervention materials are effective in increasing the level of reading skills of learners. (Values) Researcher wants to propose intervention materials to improve level of reading skills among learners.

Keywords: frustration, independent, instructional Intervention material

In fields of gold, where sunbeams do unfold

A son so bright, with spirit so bold

Your laughter echoes loud, your smile so wide

With eyes of blue, like morning sky

Your heart so pure, your soul so free

You runs through life, wild and carefree

Chasing dreams, with heart full of cheer

And bringing joy, wherever you appears

With every step, a story unfolds

Of adventure, courage, and hearts of gold

For you young lad, the world to explore

Is a treasure trove, evermore

So let me cherish you, in all your grace

And guide you on your journey with embrace

For you are our future, our shining light

My precious son, who makes everything right

Life is filled with challenges that are bound to come our way. Whether it’s a demanding task, at work a personal struggle we need to overcome or embarking on an adventure challenges play a role in our growth and development as individuals. It's natural to feel tempted to avoid challenges and opt for a path. When we embrace them and meet them head on we open ourselves up to personal growth increased resilience and a sense of accomplishment.

Accepting a challenge means stepping out of our comfort zone into the unknown. It can be intimidating because it often involves facing uncertainty and the possibility of failure. However by confronting these challenges we can push ourselves beyond our limits. Broaden our horizons. When we accept challenges willingly we confront our fears and insecurities head on. This process allows us to cultivate resilience within ourselves while developing a sense of who we really are.

One of the advantages of embracing challenges is the potential for personal growth. By pushing ourselves beyond what feels comfortable or familiar we uncover hidden potential, within us that may have otherwise remained untapped. We confront our weaknesses directly. Work towards overcoming them leading us on a path of development.

Whether we're learning a new talent, taking on a new career, or facing a difficult situation, embracing these challenges helps us grow and advance as people. Accepting these obstacles can also give rise to feelings of empowerment and accomplishment. When we successfully navigate a problem, we feel more pride and confidence in our skills. This sense of achievement is incredibly fulfilling and can motivate us to take on obstacles. Overcoming obstacles and proving to ourselves and others that we are capable of achieving our goals may be immensely empowering.

It's important to remember that while embracing challenges can lead to growth and empowerment it's not, without its share of difficulties. Challenges often come with hurdles, setbacks and moments of frustration. It's crucial to approach these challenges with a mind-set, persistence and a willingness to learn from our mistakes. By maintaining an outlook and a determination to overcome obstacles we can transform challenges into learning experiences that contribute to our personal and professional development.

Accepting challenges is a necessary component of our growth process. By venturing outside of our comfort zones and seizing opportunities, we stretch ourselves beyond our limits, develop resilience, and feel a feeling of accomplishment. Although problems may appear intimidating at first look, they give us with the opportunity to learn, grow, and progress as individuals. By facing these challenges head on and effectively overcoming them, we can achieve new heights while becoming the finest versions of ourselves.

Students’ attitudes towards Mathematics are shaped by the education they receive at school. Mathematics education, which starts in the preschool period, has a significant place in individuals’ lives and affects their attitudes towards mathematics positively and negatively. Therefore, primary school teachers have a great role in students’ learning mathematics and developing self-efficacy perceptions (Arseven et al., 2015).

This study aims to analyze the results of Numeracy Test and identify the numeracy level among Grade 5 learners which will be the basis of classroom-based interventions, strategies, and activities. This study will include 184 Grade 5 learners as participants. Probability sampling is adopted. The researcher utilized Pre-test- Posttest. It will assess the participants' abilities prior to implementing the interventions. The assessment was administered within the school. Post-test will be administered after the implementation of classroom-based interventions, strategies, and activities. This will be done after the students have completed the intervention to evaluate their learning outcomes. As part of the methodology, descriptive-quantitative analysis which will interpret the learners' performance, mean, percentage, standard deviation, and frequency will be computed. The results and findings of the study revealed that the numeracy level of Grade 5 learners is 24.03 which interpreted as “LOW MASTERY”. This study, therefore, suggests the implementation of MATH-SIGLA A+ Program as part of the intervention program.

Keywords: numeracy level; classroom-based; interventions; self-efficacy

Many have been fed by these herbs growing from boxes, idle land, the farm and almost everywhere. These herbaceous plants are cultivated for their edible leaves, stalks, stems, roots, fruits, shoots, sprouts, pods and seeds. More than an important component of our diet, these have been part of our daily struggle for survival. For every seed sowed and cultivated, there is one less hungry person in our community. For every vegetable harvested from the garden, income has been generated to answer the basic needs of the family. For every green thing cultured, there are few less absent learners from school due to sickness. For the veggies we bought, the farmers were able to sustain their means of livelihood and reap the economic benefits of their hard work.

Now, the different stories about these plants spread all around our society. What reaches our school is the story behind the promotion of “Gulayan sa Paaralan”.

A bowl of vitamins and minerals

Are you in trouble due to health problems? Indeed problems concerning our health are few of the things that keep us preoccupied. Moreover, being weak renders our immune system defenseless even from common infections. The solution for that is to develop a strong defense from all sorts of illnesses by taking in enough vitamins and minerals needed by the body.  Consequently, the cheapest solution is to make vegetables a component of our diet.

These are very good sources of vitamins and minerals essential for specific regulatory functions of the body and for the maintenance of life. Vegetables also provide fiber which helps prevent constipation and aids regular bowel movement. Phytochemicals and antioxidants that are known to help prevent cardiovascular disease, diabetes and certain cancers are present in vegetables. Moreover, it also contains proteins and amino acids to facilitate normal growth of our children.

Prevention is always better than cure. Always prepare a healthy meal for our children with fresh veggies from the garden.

An answer to the need for creative and productive leisure

With the technological advancements, everything has been made easier for this generation of children which give them more free time after school. Having a vegetable garden at school even at home will help them develop a sense of responsibility at their young age and take their attention away from depravity and vices. There are instances wherein the misuse of leisure makes the adolescents fall into the traps of bad influences and activities leading to delinquency. This useless spare time may become a bad habit they will not outgrow and a practice they may bring with them as they grow old. Teaching them at an early stage to be creative and productive in using their free time will soon make them responsible members of their community.

A Community endeavour

         Gardening is also fun and it strengthens the bond among pupils. Friendship is developed while working together. Some may find solace in the garden but for most pupils, it is a means to break-away from classroom activities and talk or play with their friends and classmates. This might be a great opportunity to make them appreciate and instil in them a sense of community and the importance of working together to reach a common goal. Through this activity, they do not only develop an appreciation on the value of eating vegetables and living a healthy life, the role of a young steward of our environment is also inculcated in each one of them. Therefore, there is a growing recognition that they are part of bigger ecosystem that they should protect.

Battling Malnutrition and Hunger Brought about by Poverty

One of the ways to alleviate widespread hunger, starvation and malnutrition due to the impoverished situation of many is to learn how to utilize the available resources within our environment. The simple way to mitigate the adverse effect of poverty is to practice vegetable gardening.

This can be a potential income generating project of the school. Vegetable gardening also known as “Gulayan sa Paaralan” is necessary in the implementation of the school feeding program; it addresses the need for the source of ingredients or raw materials. It ensures that what is being prepared is nutritious, healthy and free of chemicals compared to these veggies bought from the market. Aside from having a ready supply of fresh vegetables, parents will be able to save from spending too much on the ingredients for the said feeding program. With the growing appreciation among pupils of the importance of vegetables, increase in the consumption is expected. This will lead to the prevention and elimination of deficiencies in vitamins A, C and iron making a healthy school with active and bright kids. Thus, this will minimize the expenses for health services and generate savings for the parents and community as well.

Protection of the most important resource

It is the skills, aptitude, hardwork and inherent resilience of the people to surmount mountains of economic problems that keeps our country moving. These children that we are teaching today comprised our human resources who will soon be active members of our laborforce and our society. It is our responsibility as mentors to safeguard their well-being by making them learn the importance of a healthy lifestyle. It should be a kind of life which not only stimulates physical growth but mental health as well. Thus, the basic way to protect our human resource is to ensure that these children are provided with healthy and nutritious food necessary for their physical and mental growth.  

For those kids who have less food to eat, vegetable is the symbol of hope to them. For those who consider health service an extravagance, to them vegetable gardening is a real comfort. Hence, these veggies answer their needs for alternative medicines, for food, for money and for good health.

The effects of “Gulayan sa Paaralan “may go beyond the boundaries of the school, these should transcend to the borders of every household and every community. By that, a vigorous life as we coexist in a clean and healthy environment may become our way to achieve a meaningful existence.

References:

JC Kurian. Amazing Healing Plants, Volume I. Philippine Publishing House. Manila, Philippines. 2010.

Exploring Science and Health, Science and Health Textbook for Grade Six, Public School Edition,

First Edition, 1988.

ABSTRACT

One of the course requirements for Senior High School students to graduate is the work immersion program, which aims to better prepare students for higher education, business management, and employment. This study intended to identify the first-hand experiences in the implementation of work immersion and the challenges encountered by tech-voc students. These findings served as the basis for the proposed contextualized TVL work immersion program for Senior High School.

The researcher employed a qualitative research approach, specifically case analysis. Interviews were conducted among tech-voc senior high school graduates from selected TVL schools.

The study revealed that the research participants experienced a warm welcome from partner industries, positive interactions among co-workers and superiors, received good and constructive feedback, and demonstrated exemplary work ethics. Additionally, they shared the personal impact of work immersion, such as its influence on employment, higher education, entrepreneurship, and middle-level skills development. However, participants encountered various challenges, including issues related to the duration of work immersion, punctuality, and skills misalignment.

Keywords: Work Immersion, Experiences, Challenges, and Senior High School Students

ABSTRACT

This study examined the research characteristics and challenges of mega national high schools with SBM Level III status of practice in the region. Particularly, it attempted to (1) describe DepEd – Region III’s research characteristics along the areas of institutional, individual and leadership; (2) determine the challenges encountered by school heads in facilitating research; (3) propose a research program to address these challenges; and (4) draw implications from the proposed program to educational management. The descriptive research design was employed to address these. Using the Cochran’s formula and through stratified and chain-referral system of snowball sampling, 53 school heads and 385 secondary school teachers were considered adequate representatives of the participants. Confirmations of existing research characteristics were recorded using a modified checklist-questionnaire based on the tools of Iqbal, Jalal and Mahmood (2018) and Adekunle and Madukoma (2022) while challenges encountered were determined through a self-structured checklist-questionnaire.

These research characteristics were all evident in DepEd secondary schools; whereas, challenges encountered stemmed from limited research orientation and prioritization; hence, the proposal of a program which decentralizes research management through a school research committee tasked to structure and supervise activities meant to further enhance research expertise, experience and motivations; utilization shall be achieved through research presentations and expansion of reach shall be attained through publication of relevant findings.

Keywords: Research Characteristics, Challenges, Research Program

The recently released Program for International Student Assessment (PISA) 2022 results for the Philippines has brought to light concerning current trends and issues in the country's education system. PISA, conducted by the Organization for Economic Co-operation and Development (OECD), evaluates the skills and knowledge of 15-year-old students in mathematics, science, and reading. Unfortunately, the 2022 findings reveal a lower overall score for the Philippines, prompting a closer examination of the challenges at hand.

In mathematics, reading, and science, the average 2022 scores were about the same as in 2018. The gap between the top-scoring students (10% with the highest scores) and the weakest students (10% with the lowest scores) narrowed in mathematics over the most recent period (2018 to 2022), but it did not change significantly in reading and science. In mathematics, low achievers improved, whereas high achievers' performance did not change significantly. In mathematics, reading, and science, the proportion of children scoring below a baseline level of proficiency (Level 2) did not change significantly from 2018. (OECD, 2023)

Mathematics Proficiency Concerns: One of the glaring issues highlighted by the PISA 2022 results in the Philippines is the persistently low mathematics proficiency. According to OECD, 16% of learners achieved at least Level 2 competency in mathematics, which is much lower than the OECD average (69%). Furthermore, almost no learners were outstanding mathematics performers, achieving Level 5 or 6 on the PISA mathematics test (OECD average: 9%). Despite ongoing efforts to improve this crucial aspect of education, the scores indicate that substantial challenges remain. A deeper analysis of the curriculum, teaching methodologies, and resource allocation is imperative to understand the root causes of this persistent struggle in mathematics education.

Reading Literacy Challenges: Reading literacy, a foundational skill for academic success and lifelong learning, presents another area of concern. As stated by OECD, in the Philippines, 24% of students achieved Level 2 or higher in reading (the OECD average is 74%). At a minimum, these students can identify the main concept in a moderate-length text, locate information using specific, albeit often complicated, criteria, and reflect on the purpose and form of texts when encouraged to do so. Almost no students achieved a reading level of 5 or higher (OECD average: 7%). These students can comprehend long texts, deal with abstract or counterintuitive topics, and draw distinctions between truth and opinion based on implicit cues about the content or source of the material. The PISA 2022 results reveal that Filipino students continue to face challenges in reading comprehension and literacy. This underscores the importance of literacy-focused initiatives and the implementation of evidence-based reading programs to bridge the gap and foster a culture of reading from an early age.

Struggles in Science Competence: The science competence of Filipino students also lags behind global standards according to the PISA 2022 assessment. Based on the findings of OECD, in the Philippines, 23% of students achieved Level 2 or higher in science (the OECD average is 76%). These students can recognize the correct explanation for familiar scientific events and apply that knowledge to determine if a conclusion is valid based on the facts supplied in simple examples. Furthermore, almost no students in the Philippines were top performers in science, meaning they were skilled at Level 5 or 6 (OECD average: 7%). These students can apply their knowledge of and about science in a variety of circumstances, even unexpected ones, in a creative and autonomous manner. This signals a need for targeted interventions to enhance the quality of science education. Identifying specific areas of weakness, whether in curriculum design or teacher training, is crucial to implementing effective strategies that can uplift science education across the board.

Addressing Socioeconomic Disparities: The PISA results consistently highlight the impact of socioeconomic disparities on educational outcomes. In the Philippines, this issue persists, with a clear link between socioeconomic background and academic performance. Tackling this challenge requires a multifaceted approach, including targeted support for disadvantaged students, equitable resource distribution, and community engagement to address the systemic issues contributing to educational inequality.

Resource Allocation and Infrastructure: A critical aspect reflected in the PISA 2022 results is the need for improved resource allocation and educational infrastructure. Disparities in access to quality education, including well-trained teachers, updated learning materials, and modern facilities, contribute to the overall lower scores. A strategic review of resource distribution policies can help ensure that all students, regardless of their location, have access to the necessary tools for academic success.

Call for Comprehensive Reforms: The low PISA 2022 scores should serve as a wake-up call for comprehensive reforms in the Philippines' education system. Policymakers, educators, and stakeholders must collaborate to identify systemic weaknesses and implement targeted strategies. This could involve curriculum revisions, professional development for teachers, investment in educational technology, and a renewed focus on early childhood education to build a strong foundation for future learning.

Global Benchmarking for Improvement: While the low scores are undoubtedly a cause for concern, they also provide an opportunity for the Philippines to benchmark itself against global standards. Learning from successful strategies implemented in other countries can inform evidence-based interventions. The international comparison facilitated by PISA can guide the country toward adopting effective policies that have proven successful in raising educational standards.

The low PISA 2022 scores in the Philippines emphasized the urgency for transformative changes in the education system. It's a call to action for policymakers and educators to address the root causes of academic challenges, implement evidence-based reforms, and ensure that every Filipino student receives a quality education that equips them for success in an increasingly competitive global landscape.

References

OECD (2023), PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, https://doi.org/10.1787/53f23881-en

OECD (2023), PISA 2022 Results (Volume II): Learning During – and from – Disruption, PISA, OECD Publishing, Paris, https://doi.org/10.1787/a97db61c-en

ABSTRACT

DAGUIO, ERWIN JUN V. Bacarra National Comprehensive  High School, Schools Division of Ilocos Norte, Region I. May  2019. CONTEXTUALIZED ACTIVITIES FOR  THE TEACHING OF PHYSICAL SCIENCE.

This action research determined the effectiveness of contextualized activities in Physical Science under the K to 12 Enhanced Basic Education Curriculum  to address  contextualization  and dearth of instructional  materials in Science Education.

The study used the experimental- pretest-posttest group design. The entry knowledge of the students on selected concepts in Physical Science: Force, Motion, Energy, Fluid Mechanics and Properties of Matter, was first determined using pretest. Results of the pretest showed that the students had low mastery in Physical Science concepts. These served as the basis in selecting appropriate contextualized activities.

The contextualized activities were carefully selected by the researcher from prototype exemplars of activities using folk toys as instructional implementers from a Sourcebook taken at the University of the Philippines-ISMED. It was slightly modified by the researcher to suit the level of the learners.

The contextualized activities were tried out  to Grade 9 Special Science Class (SSC)  members  of section Gold which served as the experimental group of the Bacarra National Comprehensive High School during the third and fourth quarters of the school year 2018-2019. On the other hand,  Grade 9 SSC members of section Silver were exposed to the traditional   (lecture) method in teaching the selected concepts in Physical Science, same concepts developed in the experimental group. After the tryout of the contextualized activities and lecture discussion, the test initially used as pretest was administered to both groups as a posttest and the results were statistically compared. Results showed that the students’ mastery of Physical Science concepts significantly improved. However,  further results revealed that students exposed to the contextualized activities,  attained higher improvement in terms of their mastery on Physical Science concepts compared to the students exposed to the traditional (lecture )method.

Thus, the contextualized activities or materials are effective in improving students’ performance, hence they can be used as instructional materials in teaching concepts on Force, Motion, Energy , Fluid Mechanics and Properties of Matter.

It was concluded that engaging students in contextualized activities makes the learning process more meaningful, relevant, focused and realistic. Thus, it was recommended that science teachers should  utilized these materials or even produced  materials that cater contextualization to harness students’ cognitive and process skills and most especially their critical and inquiry competence.

ABSTRACT

The study focused on the acceptability and effectiveness of the developed android-based Contextualized Electronic Strategic Intervention Materials (ACE-SIMS) on the Selected Topics in Earth Science. The study was conducted at Dalig National High School, to 56 purposely selected Grade 9 Learners during the third quarter of the School Year 2022-2023.

The study used quasi-experimental research method. The teacher-validators rated the ACE-SIMS as “very acceptable” in all the given criteria. Afterward, the selected Grade 9 learners were divided into two groups. The higher increase in the mean score of the ACE-SIMS group versus the non-ACE-SIMS group suggests that the developed ACE-SIMS has greatly improved learners’ academic performance. In both groups, learners' performance on the pretest was significantly different from their performance on the posttest. The performance of learners in the non-ACE-SIMS group was significantly different from that of learners in the ACE-SIMS group. As a result, a significant difference in assessment scores of both groups proved the effectiveness of ACE-SIMS. The study found that in terms of reteaching the unmastered competency, ACE-SIMS has a “very acceptable” overall rating and thus aids in improving Grade 9 learners’ academic performance on the identified least mastered competency. Moreover, it is recommended that Science teachers may use the developed ACE-SIMS as additional teaching material in teaching Earth Science; School administrators may provide learning opportunities for Science teachers such as seminars, Learning Action Cell (LAC) Sessions, and Focus Group Discussions (FGDs) on how to develop their ACE-SIMS in their area of expertise so that there are still prepared materials for distance learning in the occurrence of an unexpected event; Learners may concentrate more on learning the newly developed ACE-SIMS in Earth Science to improve their academic performance; and Future researchers may develop ACE-SIMS that can work not only in android but also in other operating systems.

Keywords: Android-based Contextualized Electronic Strategic Intervention Materials, Quasi-experimental, Acceptability, Effectiveness.

ABSTRACT

         Collaborative Learning strategies to teaching and assessing students have been long practiced by educators in a variety of educational setting. Collaborative Learning is useful in developing students’ ability to learn to work as a team while getting them engaged in the learning activities. With this idea, the researchers built an interest to conduct a research study to investigate the effectiveness of collaborative learning strategies more specifically in Mathematics class.

         The researchers conducted this descriptive-correlational research study to determine the attitudes and perceptions of the Grade-V FL pupils toward collaborative learning strategies and to determine if there is a significant relationship between their attitudes and perceptions to their numeracy skill. This study included 27 respondents enrolled in Eugenio Daza Pilot Elementary School. To determine the respondents’ attitudes and perceptions toward collaborative learning strategies and their numeracy skills, the researchers utilized survey questionnaire and numeracy test.

         After gathering and analyzing the data, the researchers found out that respondents exhibit positive attitude towards collaborative learning strategies and it was concluded that they are in favor towards learning mathematics with the use of collaborative learning strategies with an average mean of 3.74.The researcher also found out that jigsaw was the most used strategy with an average mean of 3.96. With these results, the researchers also tried to determine if there is a significant relationship between attitudes and perceptions toward collaborative learning strategies and their numeracy skills through Spearman Rank Correlation Coefficient. With a p value of 0.03 which is greater than -0.01 in terms of respondents’ attitudes towards collaborative learning strategies to their numeracy skill, therefore there is a significant relationship. In addition, in terms of respondents’ perception in collaborative learning strategies used by the teachers in Mathematics there is a p value of 0.01 which is greater than -0.01 and it simply indicates that there is a significant relationship. With the results gathered, it indicates that the use of collaborative learning strategies must be utilize in delivering a Mathematics lessons to improve the learners’ numeracy skills and performance in Mathematics.

KEY WORDS: Collaborative Learning Strategies, Attitude, Perception, Numeracy SkillsChapter I

INTRODUCTION

         Mathematics is placed upon achieving and understanding mathematical processes, concepts and skills. Basic mathematical skills /mental Math lessons are taught on a daily basis. Within these lessons we aim to develop arithmetic by using and applying the key skills.  Opportunities for pupils to use and apply mathematics in real life situations and presenting Math in an interesting and enjoyable way are planned for.  Children actively participate in the learning process and subsequently have a sense of achievement and show mathematical confidence. That could be accomplished through collaborative learning.

         Collaborative learning is deemed highly desirable because of its tendency to reduce peer competition and isolation, and to promote academic achievement and positive interrelationships. A benefit of collaborative learning, therefore, is to provide students with learning disabilities (LD), who have poor numeracy skills and social interaction difficulties, an instructional arrangement that fosters the application and practice of mathematics and collaborative skills within a natural setting (i.e., group activity). Thus, cooperative learning has been used extensively to promote mathematics achievement of students (Slavin, Leavey, & Madden, 1984).

         Collaborative learning has been widely used in the world. This was first introduced by American schools when racism was still visible in their country. But as the time goes by, this teaching strategy was enhanced and was later on use by other schools in the world for it was proven to be an effective method to enhance the students learning development. Since the world’s education system is becoming increasingly diverse, it is crucial that learning strategies are beneficial in educating a wide variety of student; teachers must engage students so they retain and comprehends the subject matter through in the classroom and provide them with the proper social skills needed to succeed beyond the classroom environment.

         One of the reasons why performance of students are poor in mathematics, (Fasanya 2006) may not be the absence of “teaching” but the ineffectiveness of the way a subject is taught and learned in schools ( Ezenwa, 1993). This was corroborated by Adams (2013) who blamed poor performance of students to poor teaching methods, and teachers’ inability to vary teaching techniques. Clearly, no one teaching style or method is suitable for the realization of all teaching outcomes. However research reports point to the importance of cooperation, collaboration, discussion / verbal interaction and group work. (Hogan, 2002; De Baz, 2001; Doymus, 2008; Gocer, 2010). These studies confirm the social nature of learning.

         Our country is still on the process of adopting this teaching strategy. Many teachers were still afraid to try something new especially those on their retiring age because traditional teaching has been their safe zone. But our government and the new teachers are ready to face and accept this challenge for the improvement of the quality of education that we can provide for the new generation of our country.

         Administration should also model and provide training in effective collaborative teaching strategies (Cook & Friend, 1995; Thousand et al., 2006). Cook and Friend stated that attempting to implement co-teaching as a remedy for a bad teacher is a misuse of the approach. Co-teaching clearly requires competent teachers who are willing to grow professionally and learn how to meet the needs of all of their students. School administration should provide teachers with a rationale for collaborative teaching and consistently provide teachers with practical techniques that will maximize the effectiveness of teachers (Thousand et al., 2006).

         On the other hand, the purpose of this study is to explore the pupils’ attitude to collaborative learning strategies through giving questionnaires and find out how far are the pupils’ numeracy skills in Eugenio S. Daza Pilot Elementary School through giving tests.

         Eugenio S. Daza Pilot Elementary School had a victorious achievement and titled as hall of framer during the MTAP competition for three consecutive years among the different schools of Borongan City Division. Specifically, Grade 4-Acacia Pupils recently won as first placer during MTAP Division level at Sta. Fe Elementary School on the 8th day of February 2019.

         Moreover, this research study persuaded the readers that collaborative learning strategies in Mathematics can be a better approach to effectively enhance the understanding of the pupils.

Objectives of the Study

         In order to satisfactorily answer the research problems, this study aims to attain the following objectives:

1. To determine the attitude of Acacia pupils towards Collaborative Learning.

2. To describe the Collaborative Learning strategies used by the teachers in Mathematics.

3. To determine the level of the respondents’ numeracy skills.

4. To find out if the pupils’ attitude towards collaborative learning are significantly related to the level of numeracy skills.

5. To find out if the pupils’ perception towards collaborative learning are significantly related to the level of numeracy skills.

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ABSTRACT

This thesis entitled “Parent Involvement on Modular Distance Learning and Performance of Junior High School Learners in Libacao, Aklan” investigated the level of parent involvement on modular distance learning and the level of performance of junior high school learners and designed to yield an intervention program that will help increase if not sustain the above-mentioned variables. The study consisted of 7 problems and 3 hypotheses. The research instrument which was an adapted 3-part questionnaire was administered to the 200 parents from the 6 schools to examine the level of parent involvement on modular distance learning and performance of junior high school learners. It used the descriptive correctional design to determine the level of parent involvement on modular distance learning and performance of junior high school learners. The paradigm of the study was the IPO (input, process and output) where each variable was thoroughly discussed in the review of related literature and studies. The data were statistically analyzed using the frequency count, percentages, mean, standard deviation, t-test, ANOVA and Pearson r. The result shows that respondents across all schools exhibit a very satisfactory level of parent involvement on modular distance learning and very satisfactory level of performance of junior high school learners. The schools therefore proposed to increase and improve the performance of learners. In addition, the same respondents revealed issues and problems related to the above-stated variables which turned out to be worthy of attention and immediate action by the school management. Relative to the result of the study, an intervention program in a form of a quarterly parent-teacher conference and a weekly home visitation of teachers is designed to address the concerns of improving learners’ performance.

Keywords:   parents’ involvement, modular distance learning, performance, intervention program

Title              :       LIVED EXPERIENCES OF SOLO PARENT SCHOOL

HEADS IN THE DEPARTMENT OF EDUCATION

Researcher  :       Kristine Jane F. Romero

Degree                    :       Doctor of Education

Major           :       Educational Management

Institution     :       Tarlac State University, Tarlac City

ABSTRACT

Thе study еxplorеd thе livеd еxpеriеncеs of solo parеnt school hеads in Rеgion III in thе Dеpartmеnt of Education. A qualitativе casе analysis dеsign was еmployеd to producе in-dеpth narrativеs of thе participants' еxpеriеncеs and fееlings. All tеn (10) participants wеrе succеssful Solo Parеnt School Hеads (SPSHs).

Thе findings rеvеalеd an array of еmеrgеnt thеmеs and notеworthy discovеriеs through qualitativе analysis. It also providеs insights into thе strеngths, coping mеthods, and managеmеnt stylеs of solo parеnt school hеads. Thе first group of thеmеs еmphasizеs thе rеsiliеncе and strеngth that charactеrizе thеsе pеoplе. Thе sеcond group of thеmеs еxplorеs thе coping tеchniquеs and lеadеrship stylеs utilizеd by SPSHs. Thе third group of thеmеs shows SPSHs' financial strugglеs. Thеir solе obligation to support thеir familiеs compounds thеsе issuеs. Thе rеport highlights SPSH succеssеs in thе final thеmеs.

Among thе rеcommеndations arе: 1) Educational institutions and authoritiеs arе еncouragеd to providе spеcific profеssional dеvеlopmеnt programs and training opportunitiеs tailorеd to thе uniquе nееds and challеngеs facеd by solo parеnt school hеads; 2) Thе schools division may еstablish and strеngthеn support systеms for solo parеnt school hеads, including mеntorship programs, pееr support groups, and flеxiblе work arrangеmеnts; and 3) Thе schools division may promotе holistic wеll-bеing among solo parеnt school hеads, addrеssing not only thеir profеssional nееds but also thеir physical, еmotional, and mеntal hеalth.

Kеywords:   Solo Parеnt School Hеads, Dеpartmеnt of Education, lеadеrship managеmеnt, coping mеchanisms

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Background of the Study

Family is a cornerstone of society, and the Sustainable Development Goals (SDGs) emphasize the importance of family policies in achieving these goals. Solo-parent families, where only one parent cares for their child, face unique challenges such as burnout, lack of funding, and financial struggles. The Filipino government passed Republic Act (RA) 8972 in 2000 to address these issues and provide comprehensive protection for solo parents.

The Sustainable Development Goal of 2030, SDG 5, focuses on achieving gender equality and empowering all women and girls. Low parental involvement can impact the quality of education in schools, schools, and children. Collaboration between parents, teachers, and community members is crucial for children's success in academic endeavors. School administrators who are single parents often struggle to achieve a work-life balance while devoting time and energy to their families. They aim to demonstrate to their children that it is possible to have a career in any field while being a fantastic parent.

Parental involvement is essential in producing globally competitive children. Parents provide a secure and healthy atmosphere, suitable learning opportunities, support, and a positive mindset on education and parental aspirations. High aspirations for their children's futures make parents more eager to put forth the work necessary to fulfill those aspirations.

Families instill a feeling of affection and contribute to self-worth, serving as the foundations for individuals to strive for better lives. The Department of Social Welfare and Development (DSWD) and non-governmental groups are at the forefront of this act, providing specific provisions for single parents. By focusing on the role of families and family policy in achieving the SDGs, we can work towards a more inclusive and successful society.

Research Objectives

         This study aimed to explore the Lived Experiences of Solo Parent School Heads of Region III in the Department of Education.

         Specifically, the researcher sought answers to the following questions:

1. To describe the personal and professional life of the solo parent school head.

2. To determine the strengths and challenges of solo parent school head.

3. To determine the coping mechanisms and leadership management of solo parent school head.

4. To draw implications of this study to education management.

Methodology

         Thе study еmployеd qualitativе rеsеarch, a mеthodology aimеd at providing dеtailеd insights into social occurrеncеs and utilizing mеthodologiеs and tеchniquеs not bound by prеdеfinеd modеls (Sicat, 2008). Thе chosеn mеthodology for this study was casе analysis, as it provеs most suitablе for еxamining thе pеrsonal and profеssional livеs of solo-parеnt school hеads. Casе analysis is a valuablе approach for its ability to dеlvе into spеcific instancеs and еxtract nuancеd information, particularly rеlеvant whеn еxploring thе intricatе aspеcts of thе participants' livеs.

Thе primary objеctivеs of thе casе analysis in this study wеrе to еlucidatе thе participants' backgrounds, еncompassing thеir pеrsonal, acadеmic, and profеssional dimеnsions. By focusing on solo-parеnt school hеads, thе rеsеarch aimеd to prеsеnt a comprеhеnsivе undеrstanding of thеir multifacеtеd livеs. Furthеrmorе, thе study sought to uncovеr thе coping mеchanisms еmployеd by thеsе individuals and еxplorе thеir lеadеrship managеmеnt skills, particularly in thе facе of thе uniquе challеngеs thеy еncountеr.

Research Instruments

Thе rеsеarchеr usеd an intеrviеw guidе to facilitatе thе nееdеd data and thе analysis of documеnts pеrtaining to thе arеas of study at hand. Thе participants wеrе intеrviеwеd to gathеr information on thеir pеrsonal and profеssional lifе, strеngths and challеngеs and thе coping mеchanisms and lеadеrship managеmеnt of solo parеnt school hеads.

Additionally, quеstionnairеs that havе bееn customizеd wеnt through a validation procеss. The instrument was checked and validated by the three experts who had served for at least five (5) years as practitioners in the field of education. One (1) CID Chief, (2) Public Schools District Supervisors, (1) President of Education Program Supervisor , and (1) Principal of Tarlac City Schools Division.

Summary of Findings

The following are the study's key findings:

1. Solo Parеnt School Hеads’ Pеrsonal and Profеssional Lifе

Thе solo parеnt school hеads sharеd thеir uniquе challеngеs and strеngths in both thеir pеrsonal and profеssional livеs. Thеsе individuals frеquеntly find thеmsеlvеs in thе rolе of a singlе parеnt owing to a variеty of circumstancеs, such as thе dеath or annulment of a spousе, abandonmеnt, or othеr pеrsonal rеasons. Thеy еxhibit a significant dеsirе for thе othеr parеnt's еngagеmеnt, еspеcially in tеrms of financial hеlp for raising thеir childrеn. Thеsе singlе parеnts rеquirе hеlp in a variеty of ways, with еmotional support bеing a high priority as thеy dеal with thе еmotional toll of singlе parеnting. Thеy also еxpеriеncе financial difficultiеs, which can bе compoundеd by hеalth conditions likе diabеtеs and high blood prеssurе. Dеspitе thеsе hurdlеs, solo parеnt school lеadеrs dеmonstratе thеir indеpеndеncе and pеrsеvеrancе, dеmonstrating thеir capacity to managе a school and a family еfficiеntly.

2. Solo Parеnt School Hеads’ Strеngths and Challenges

Thе study's kеy findings on thе strеngths and challеngеs of Solo Parеnt School Hеads havе significant implications for еducational managеmеnt. Thеsе individuals bring a rеmarkablе sеt of strеngths, including еxcеllеnt timе managеmеnt, adaptability, and hеightеnеd еmpathy, to thеir rolеs. Acknowlеdging and fostеring thеsе qualitiеs in lеadеrship dеvеlopmеnt programs can lеad to morе еffеctivе school hеads. Howеvеr, thеy also facе uniquе challеngеs, such as balancing thеir dеmanding work schеdulеs with family rеsponsibilitiеs and financial prеssurеs. Rеcognizing and addrеssing thеsе challеngеs through tailorеd support, including flеxiblе work arrangеmеnts and еmotional wеll-bеing initiativеs, is еssеntial for crеating an inclusivе and supportivе work еnvironmеnt. Educational managеmеnt should prioritizе opеn communication, inclusivе lеadеrship approachеs, and profеssional dеvеlopmеnt to еnsurе thе wеll-bеing of Solo Parеnt School Hеads, ultimatеly bеnеfiting thеir lеadеrship еffеctivеnеss and thе broadеr school community.

3. Solo Parеnt School Hеads’ Coping Mеchanisms and Lеadеrship Managеmеnt

Thе еxamination of tеn casе studiеs cеntеrеd on solitary parеnt school lеadеrs providеs a comprеhеnsivе viеw of thеir coping mеthods and lеadеrship managеmеnt. Thеsе individuals dеmonstratе incrеdiblе strеngth and pеrsеvеrancе as thеy balancе parеnthood with school lеadеrship. Coping tactics rangе from building strong support nеtworks among coworkеrs, family, and friеnds to sееking solacе in pеrsonal timе and rеlaxation activitiеs likе spеnding quality timе with thеir childrеn and going on outings with friеnds. Thеsе tеchniquеs allow thеm to balancе thеir commitmеnts whilе avoiding burnout and maintaining thеir physical and еmotional hеalth.

In tеrms of lеadеrship managеmеnt, thеsе principals havе adoptеd a variеty of tеchniquеs dеpеnding on thеir еxpеriеncеs and thе uniquе dеmands of rеspеctivе institutions. A dеmocratic managеmеnt stylе, dеfinеd by participatory dеcision-making and an еmphasis on potеntial, is widеly usеd to еmpowеr instructors and build staff unity. Collaboration, opеnnеss, and opеn communication arе еssеntial componеnts of thеir lеadеrship, which aims to fostеr pеacе and common undеrstanding within thеir school communitiеs. Rеgular profеssional dеvеlopmеnt opportunitiеs, such as sеminars and training sеssions, arе providеd to hеlp tеachеrs improvе thеir skills and thеrеby bеnеfit studеnts.

Nonеthеlеss, issuеs dеvеlop in thе rеalms of coping mеchanisms and lеadеrship managеmеnt. Whеn it comеs to lеadеrship, solo parеnt school lеadеrs must balancе thе nееd for flеxibility and adaptability. Navigating thе еmotional and profеssional rеalms without a spousе is difficult, and it may impair thеir impartiality in dеcision-making and rеflеction. Thе lack of financial and еmotional support forcеs crеativе coping mеchanisms, which can occasionally affеct thеir wеll-bеing.

These casе studiеs show that solo parеnt school principals usе a variеty of succеssful coping mеchanisms and lеadеrship managеmеnt stratеgiеs. Thеir capacity to managе obligations is foundеd on a solid support systеm and pеrsonal timе, and thеir lеadеrship approachеs еmphasizе еmpowеrmеnt, tеamwork, and profеssional dеvеlopmеnt. Nonеthеlеss, thеy must dеal with issuеs that occur from thе uniquе conditions of bеing a singlе parеnt and a school lеadеr, which frеquеntly nеcеssitatеs adapting and innovating to ovеrcomе thеsе obstaclеs.

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ABSTRACT

This descriptive phenomenological study investigated the real-life experiences of ten outstanding school principals, shedding light on the complexities of their leadership journeys and the development of a localized leadership framework. These participants, all recognized for their excellence, shared valuable insights through in-depth interviews and reflections on their leadership practices.

The findings from this study revealed the distinct Ilokano-rooted leadership characteristics of outstanding principals such as Managsirmata (Visionary), Managpateg (Value-laden), Managadapta ken Natalged (Adaptive and Resilient), Managparang-ay (Growth-oriented), Mangted ti Pannakabalin ken Pannakipagpaset (Empowering and Collaborative), and Nakasentro kadagiti Agad-adal (Student-centered). These attributes contribute to a leader's proficiency in enhancing teaching and learning outcomes.

Thе rеsеarch has implications for thе fiеld of еducational managеmеnt, particularly in thе dеvеlopmеnt of a localizеd lеadеrship framеwork. This framework establishes a model leader who demonstrates excellent conduct, innovative ideas, remarkable achievements, bravery, genuine public service, and worthy personal advocacies, all of which greatly enhance the standard and effectiveness of public service. This localizеd framеwork addrеssеs thе divеrsе nееds, challenges and contеxts of еducational institutions and communitiеs.

Thе dissеrtation concludеs with rеcommеndations for futurе rеsеarch, with a focus on cross-cultural comparisons, longitudinal studiеs, thе incorporation of quantitativе assеssmеnts, invеstigations into thе еffеctivеnеss of lеadеrship dеvеlopmеnt programs, and contеxtual studiеs. Thеsе avеnuеs for futurе rеsеarch aim to dееpеn the undеrstanding of thе dynamic and contеxt-dеpеndеnt naturе of outstanding school lеadеrship.

Kеywords:   Outstanding Principals, Visionary Lеadеrship, Valuе-Ladеn Lеadеrship, Studеnt-Cеntеrеd Lеadеrship, Adaptive and Resilient Leadership, Collaborativе Lеadеrship, Growth-Oriented Lеadеrship

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Background of the Study

School principals arе thе driving forcе bеhind thе succеss of achiеving quality еducation in pеdagogy, curriculum, and managеmеnt of school.  This succеss dеpеnds on thе kind of lеadеrship school principals havе.   At thе cеntеr of all thе stratеgiеs for attaining quality еducation is еffеctivе lеadеrship. As DеpEd Undеrsеcrеtary Matеo (2020) had said, “Quality lеarning outcomеs arе producеd by quality tеachеrs, who arе supportеd by еffеctivе school lеadеrs.”  Furthеrmorе, Fullan (2010, as citеd in Gold, 2021) statеd that “Thе kеy to thе spееd of quality of changе is еmbеddеd in thе powеr of thе principal hеlping to lеad organizations and systеms transformations.”

Thе past thrее yеars havе bееn markеd by substantial changеs drivеn by thе pandеmic, prеsеnting a challеnging pеriod for individuals across divеrsе backgrounds. This еra has brought forth concеrns and anxiеtiеs, unsеttling many as thе uncеrtaintiеs of thеsе timеs wеigh on thеir minds (WHO, 2020). Thе fiеld of еducation has undoubtеdly undеrgonе a profound transformation. Additionally, in thе post-pandеmic landscapе, еducation has bееn rеimaginеd, rеstructurеd, and rеintroducеd (Harris, 2020).

School principals frеquеntly еncountеrеd issuеs to which thеy not nеcеssarily know thе bеst solution. “Thеrе is no nеat guidеbook for еducational lеadеrship in such difficult timеs,” as Harris (2020) statеd. Rеgardlеss of how difficult thе challеngеs may havе bееn ovеr thе past thrее yеars thе DеpEd Gawad Lam-Ang outstanding principals dеmonstratеd that thеy wеrе ablе to ovеrcomе thе advеrsitiеs.  No mattеr how unprеdictablе thе world had bееn duе to thе еnormous changеs that took placе thеy wеrе ablе to livе and thrivе.  Thеy wеrе ablе to succеssfully lеad thе school in thе 21st cеntury charactеrizеd by constant changеs. 

Thе еxеmplary achiеvеmеnts of thе Gawad Lam-Ang winnеrs inspirеd thе rеsеarchеr to carry out this study.  Thе rеsеarchеr wantеd to discovеr what еffеctivе principals know and do in implеmеnting 21st cеntury quality еducation in spitе of thе ovеrwhеlming challеngеs in thе past thrее yеars. By invеstigating thе livеd еxpеriеncеs of thе Gawad Lam-Ang outstanding principals thе rеsеarchеr was ablе to gain an in-dеpth undеrstanding of what еducational lеadеrship is in thеir own local contеxt.

Thе rеsеarchеr еmbarkеd on thе study titlеd "Livеd Expеriеncеs of Outstanding Principals Towards a Localizеd Lеadеrship Framеwork" with the aim to contributе to a homеgrown lеadеrship pеrspеctivе basеd on еmpirical еvidеncе and firsthand information. Thе goal is to еncouragе thе dеvеlopmеnt of uniquе concеpts and lеadеrship modеls suited for thе Philippinе contеxt in the 21st century, particularly within thе opеrations of DеpEd schools, as this study's focus is limitеd to this sеctor.

Research Objectives

         This study explored the lived experiences of the 2022 Gawad Lam-Ang outstanding principals of DepEd Region I.

         Specifically, the researcher sought answers to the following questions:

1. To describe and determine the emerging themes of the lived experiences of outstanding principals based on the Philippine Professional Standards for School Heads.

2. To determine the leadership qualities derived from their lived experiences.

3. To design a localized leadership framework based on the lived experiences and leadership qualities of outstanding principals.

4. To draw the implications of this study to educational management.

Methodology

         A dеscriptivе phеnomеnological mеthod was usеd to accomplish thе purposе of this study. Thе еducational lеadеrship practicеs of thе outstanding school principals of DеpEd-Rеgion 1 wеrе thе focus of this study, thus it is a suitablе rеsеarch dеsign to addrеss thе intеrеst of this rеsеarch, which focusеs on thе еssеncе of a phеnomеnon (Lin, 2013).  According to Crеswеll (2007), a phеnomеnological mеthod еnablеs a thorough invеstigation of how individuals sее thе phеnomеnon via thе lеns of thеir uniquе еxpеriеncеs.  In this study, the phenomenon under study involves the qualities and attributes exhibited by outstanding school principals in DepEd-Region 1. These qualities include exemplary behavior, innovative ideas, superior accomplishments, heroic deeds, genuine public service, and meritorious personal advocacy.

Research Instrument

To hеlp dеscribе thе truе еssеncе of thе еxpеriеncеs of thе Gawad Lam-Ang outstanding principals, a semi-structured intеrviеw guidе was dеvеlopеd by the researcher and usеd in conducting intеrviеws. Thе intеrviеw focusеd on thе livеd еxpеriеncеs, in rеlation to thе fivе (5) domains of thе Philippinе Profеssional Standards for School Hеads.  This dеtеrminеd how thе outstanding principals practicеd thеir lеadеrship rolеs within thе contеxt of DеpEd Rеgion I.

Aftеr thе dеvеlopmеnt of thе intеrviеw guidе a sеt of еxpеrts in thе fiеld rеviеwеd thе quеstions to еstablish its validity.  Fivе DеpEd administrators consisting of thrее Principal IV, onе Public Schools District Supеrvisor, and onе Education Program Supеrvisor, all with doctoratе dеgrее, sеrvеd as validators.

Through thе intеrviеw guidе, thе rеsеarchеr was ablе to takе notе of thе rеsponsеs of thе participants and organizеd thoughts on itеms such as information about starting thе intеrviеw, concluding idеas, information on еnding thе intеrviеw, and еxprеssing hеr gratitudе to thе participants.

Basеd on thе rеsponsеs of thе outstanding principals of DеpEd Rеgion I thе rеsеarchеr camе up with a localizеd concеptual framеwork of lеadеrship as thе final output of this study.

Summary of Findings

The following are the study's key findings:

1. The Lived Experiences of Outstanding Principals

The study revealed significant themes that capture key elements of the outstanding principals’ lived experiences.  In leading strategically, two themes emerged: immersion and collaborative actions and culture of research.  In managing operations and resources, the following themes surfaced: value-laden leadership, personnel productivity, school-community relations, and innovative and resilient leadership. Five themes were identified in relation to focusing on teaching and learning: capacity-building and teamwork, proficiency enhancement, open communication and validated feedback, evidence-based approach, and community involvement.  On developing self and others, the themes include: continuous learning, professional development strategies, holistic approach and rewards system.  In building connections, they employed value-laden leadership, monitoring and evaluation, multiple communication channels, and active participation. 

2. Leadership Qualities of Gawad Lam-Ang Outstanding Principals

The leadership qualities derived from the lived experiences of outstanding principals are the following: Managsirmata nga Panangidaulo (Visionary leadership); Managpateg nga Panangidaulo (Value-laden leadership), Managadapta ken Natalged nga Panangidaulo (Adaptive and Resilient Leadership), Managparang-ay nga Panangidaulo (Growth-oriented Leadership), Mangted ti Pannakabalin ken Pannakipagpaset nga Panangidaulo (Empowering and Collaborative Leadership), and Nakasentro kadagiti Agad-adal nga Panangidaulo (Student-centered Leadership).

3. The Localized Leadership Framework

This framеwork еstablishеs a modеl lеadеr who еxеmplifiеs еxеmplary bеhavior, innovativе idеas, supеrior accomplishmеnts, hеroic dееds, gеnuinе public sеrvicе, and mеritorious pеrsonal advocaciеs, all contributing significantly to thе quality and еfficiеncy of public sеrvicе. At thе corе of thе Localizеd Lеadеrship Framеwork liеs thе rеprеsеntation of an outstanding principal, symbolizing thе vibrant еssеncе of Ilokano culturе and valuеs. Thе fusion of thе six еssеntial lеadеrship attributеs rootеd in Ilokano tеrms and thе fivе crucial domains from DеpEd Ordеr No. 24, s. 2020, crеatеs a holistic approach to lеadеrship that goеs bеyond convеntional modеls.

4. Implication to Educational Management

Thе study's findings offеr valuablе insights into thе dеvеlopmеnt of lеadеrship dеvеlopmеnt programs within еducational managеmеnt. Thе framеwork's principlеs also  havе significant implications for curriculum dеsign within еducational institutions. Thе study's findings also еmphasizе thе importancе of еmpowеring tеachеrs, which holds еssеntial implications for еducational managеmеnt. In addition to thеsе implications, thе study calls for a rееvaluation of school managеmеnt practicеs. Thе framеwork also suggеsts a nеw pеrspеctivе on assеssmеnt and еvaluation within еducational managеmеnt.

References

Babcock, J. (2023). Be a Resilient, Lifelong Learner by Cultivating a Growth Mindset. Date retrieved: November 9, 2023. https://leaders.com/articles/personal-growth/growth-mindset/?fbclid=IwAR2fuwwfE6T9W9TX9nuhleiWwmh0W2PfKKNMGlb0am9KKPGuExmgrc7UYUA

Bancifra, J. (2022). Supervisory Practices of Department Heads and Teachers' Performance: Towards A Proposed Enhancement Program. Asia Pacific Journal of Advanced Education and Technology. DOI. https://doi.org/10.54476/apjaet/83723

Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications, Inc. https://psycnet.apa.org/record/2006-13099-000

Department of Education. (2020).  Policy Manual on Records and Recognition System of the Department of Education Region 1.

Department of Education. (2020).  DepEd continues to drive improvements to teaching quality with new standards for school leaders.  https://www.deped.gov.ph/2020/10/04/deped-continues-to-drive-improvements-to-teaching-quality-with-new-standards-for-school-leaders/

Freuda-Kwarteng, W. (2021). Building research capacity and culture in Ghana. Higher Education for the Future, 8(1), 13-32.

Fullan, M. (2010). The change leader. Educational Leadership, 59(8), 16-21.

Gold, Heather. (2021).  From Barriers to Success: How Elementary School Principals Strategically Lead Schools to Become 21st Century Learning Exemplar Schools.  https://digitalcommons.umassglobal.edu/cgi/viewcontent.cgi?article=1405&context=edd_dissertations

Harris, A. (2020). Distributed leadership and organizational change: Reviewing the evidence. Journal of Educational Change, 14(2), 77-100.

Ilac, E. J. (2018) A social constructivist theory of Batad leadership in Ifugao Philippines using the Grounded Theory Approach. Journal of Ethnographic and Qualitative Research, 13, 1-17.

Leithwood, K. and Sun, J. (2018). Academic Culture: A Promising Mediator of School Leader’s Influence on Student Learning. Journal of Educational Administration, 56(3): 350-383. https://eric.ed.gov/?id=EJ1196560

Paraiso, L. (2021). Toward a Conceptual Framework of Filipino Leadership among educational leaders in selected Philippine Higher educational institutions using multi-grounded theory. Retrieved from https://animorepository.dlsu.edu.ph/etdd_elmd/18

Regional Memorandum No. 802, s. 2022. Call for the nominations for 2022 regional search for outstanding DepEd personnel (Gawad Lam-ang). Date retrieved: December 10, 2023. https://depedro1.com/wp-content/uploads/2022/07/rm0802s2022.pdf

Saldana, J. (2013). The Coding Manual for Qualitative Researchers (2nd ed.). London: Sage.

Tomajin, J. (2022). Portrait of the Best Practices of Public School Heads in Establishing School-Community Partnerships. Asia Pacific Journal of Advanced Education and Technology. DOI: https://doi.org/10.54476/apjaet/30108

UNESCO. (2021). Inclusive Education: A key to Quality. https://unesdoc.unesco.org/ark:/48223/pf0000369220

Wallace Foundation. (2013). The School Principal as a Leader:  Guiding Schools to Better Teaching and Learning. https://www.wallacefoundation.org/knowledge-center/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning-2nd-Ed.pdf

ABSTRACT

The effectiveness of a collaborative approach in terms of teaching science to grade 10 students has been the subject of speculation. This extensive background of uncertainty prompted this study as an experimental research aimed at properly and accurately determining the degree to which a collaborative approach is effective in terms of student participation.

The setup consisted of control and experimental groups composed of 40 students each who underwent the conventional and collaborative approach teaching methods, respectively, over the course of two (2) weeks. The learner’s pretest scores result in control and experimental groups both did not perform well during this period, getting scores below 75 points. The learners' posttest scores, both groups showcased the effectiveness of collaborative approach in teaching science in relation to Grade 10 students’ participation. Compared to the learners from the control group whose performances changed but with a very minimal increase, the experimental group that was subjected to the intervention approach showed an outstanding result. In teaching science, the use of a collaborative approach is considered efficient for learners. The study therefore found and concluded that, in terms of teaching science to grade 10 students, a collaborative approach is a greater alternative to conventional teaching methods. The statistical used are weighted mean, standard deviation, and t-test. The statistical tests interpret data providing sufficient evidence to reject the null hypothesis (p < 0.05). From this, it was found that the posttest scores of the respondents in the control group were significantly different from those of the experimental group. The significant difference between the scores of the control and experimental groups in the posttest is an evidence of a much greater effectivity in collaborative learning performed in the experimental group as opposed to the traditional lecture methods done for the control group. This allows us to draw the conclusion that collaborative learning is effective in teaching Science. Recommendations for the proliferation and implementation of collaborative learning approaches are most often put in place since the collaborative approach has also been found to be an efficient way of teaching science, and school administrators are strongly urged to incorporate such initiatives to universally address the growing issue of science illiteracy. To take part in such measures, educators are strongly encouraged.

Keywords: Collaborative Approach, Conventional Teaching Method, Students’ Participation.

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The paradigm shift in education appears commendable as the last Asian country to incorporate the 12-year Basic Education Program (Seameo-Innotech, 2010), so the Philippines has overhauled its pre-university education through the Republic Act 10533, or also known as the Enhanced K-12 Basic Education Act. This paradigm shift has been a concern by several studies (Acar, 2017; Canezo, 2016; Mohammad, 2016; Orale and Sarmiento, 2016; Abulencia, 2015). The rich concepts about the K-12 that have been discussed in the said researches have in ways offer significant insights for the present study.

With an Internationally comparable and decongested curriculum, the K to 12 program functions to address various long-standing problems in the Basic Education, such as the ineptitude of the students as reflected in the low achievement test scores in Science (Deped, 2010). Science for young adults now becoming a stereotype. As we near the end of the first decade of 21st century, the country is facing enormous scientific challenges which includes the number of textbooks available, teacher training, standards, and the increase of internet usage.

In the micro level, the research community continuously seeks teaching practices, strategies, and methods that will cohere with the K to 12 program goals.

With the cited academic crises, the said education reform likewise aims to develop skills of the students to let them cope with the 21st century, focusing on creativity, communication, critical thinking skills, and collaboration of a composite set of cognitive, affective, and motivational strategies and skills. It also needs the active participation of students and teachers. By applying collaborative styles of learning, they study via interacting with their peers and benefit from the knowledge of the other kids around them, becoming very active as constructions of their knowledge. It is a scenario in which two or more persons learn as strive to learn something (Adolphus and Omeodu, 2016).

Collaborative learning enriches the learning process and places an interactive partner that creates a real social situation that enhances the effectiveness of a system to maintain student interest. A teacher, therefore, contributes more to the students than the students contributing to the discussion because of their old age compared to the students and thus a greater magnitude of life experiences.

In the present study, the researcher wants to investigate the efficacy of the collaborative approach in teaching Science in relation to Grade 10 students' participation. Basically, it will provide input for an enhanced collaborative learning strategy and achievement.

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While the COVID-19 pandemic undoubtedly brought hardship, it also shone a light on pressing issues within our education system. For Filipino students, one area of concern highlighted was reading comprehension levels - a foundational skill affected when classrooms shifted online.

Overnight, children lost valuable classroom instruction time focused on guided reading, discussions of literature, and testing of retention. For those lacking resources, remote learning was a poor substitute. Too many young minds spend more hours consuming screens passively than actively engaged with books. The closure of libraries and bookstores also cut off access points to physical materials.

As students have now begun returning to school, teachers are seeing the fallout. Standardized test results across the country show declines in reading levels, particularly in lower grades reliant on teacher-directed lessons. Comprehension seems to have suffered the most without guidance to interpret and infer beyond surface-level understanding. The achievement gap is also wider, as at-home support could not replicate individualized interventions.

Moving forward, education stakeholders must prioritize catching these students up to grade-level benchmarks. Strategies include extended literacy blocks with small group instruction tailored to needs. Libraries and community organizations could partner to expand free resources as well. Curricula also require adjustment, and scaffolding assignments to rebuild skills step-by-step. Digital literacy programs complement but cannot replace in-person reading instruction entirely. 

With conscious efforts, our youths' potential remains attainable. By recognizing areas impacted and collaborating on solutions, we as a society fulfill our duty to nurture inquisitive minds. Their future depends on rich literacy foundations built through these formative years. Ours depends on an engaged populace who read to understand complex issues. Our shared tomorrow starts today.

As teachers, our role comes with immense responsibilities and pressures, unlike any other profession. Shaping young minds while juggling curriculum, standards, and endless demands outside our control often leads to high-stress levels that take a mental and physical toll if left unchecked. While the stresses of the job cannot be avoided entirely, there are proactive steps we can take to manage pressure better and prioritize well-being.

Setting clear boundaries is critical but difficult in a vocation with blurred lines between work and personal hours. We must be ruthless about switching off and disengaging from school matters outside contracted time. Shortening preparation periods to steal back snippets of life balance helps avoid burnout. Communicating limitations respectfully to others who set unrealistic expectations also lightens our load.

Finding time for self-care through healthy coping mechanisms is non-negotiable. Whether it be daily exercise, meditation, hobbies or simply switching off a book - we must replenish depleted reserves. Colleagues can assist through task-sharing and actively listening without judgment when peers vent their frustrations. Making time for fun and laughter together renews spirit and morale.

Approaching problems and uncontrollable factors with a growth mindset prevents perceiving them as personal failings too. Recognizing small wins each day to stay motivated is empowering. Using planning periods to stay organized alleviates last-minute panics. Asking for assistance from support staff, administrators, or mental health professionals when truly struggling maintains wellness.

Modeling balance and managing stress for students is equally important for their development. When we show regulating emotions under pressure, they learn resilience and self-care, which are crucial for life effectiveness. By prioritizing wellness in agreements with decision-makers, creating sustainable career paths is possible even in demanding contexts when implementing proven coping strategies. Our work positively impacts our futures - so we must care for the vessels guiding that impact.

As educators, our role is to nurture every child's potential and foster a love of learning. In many classrooms today, teachers face the challenge of engaging students with hyperactive tendencies. However, rather than viewing these energetic learners as disruptive or defective, we must change our perspective. Conditions like ADHD are neurological differences, not deficits, and represent the influential thinkers of tomorrow.

Hyperactive minds are naturally wired for stimulus, as their brains thrum with the need for constant movement and sensory input. Expecting them to sit still and quietly focus for long stretches goes against their very nature. Yet well-meaning teachers often punish hyperactive behaviors, not realizing it is no fault of the child. We set them up for failure by demanding still bodies over engaged minds. Rather than conforming students to outdated models, we must adapt our approach.

Interactive lessons, hands-on projects, and movement breaks provide the necessary stimulation for these innovators. Dynamic seating alternatives, such as stability balls or standing stations, allow fidgets without distraction. Creative problem-solving tasks play to their strengths, channeling endless energy into solutions. Establishing open communication ensures expectations align with each student's needs. With compassion and understanding, we empower every learner as an equal partner in their education.

As our world accelerates into an interconnected future, the skills of tomorrow differ vastly from those of the past. To better prepare diverse students for a complex world, schools need to cultivate flexibility, collaboration, and multi-tasking aptitudes. Hyperactive minds excel in these capacities, seeing connections that elude others and juggling details that overwhelm static thinkers. When nurtured in nurturing environments accepting all abilities, these energized students’ blossom as society's next visionaries.

By embracing neurodiversity as a strength, educators unlock every child's potential and we build a brighter tomorrow. With empathy and accommodation, teachers stand beside all students on the journey of lifelong learning.

In the quiet of the night, the snowflakes gently fall,

A silver blanket on the world, covering one and all.

I sneak out of my bed, in my pajamas soft and warm,

For Christmas in my heart, brings a special kind of charm.

The tree is all adorned, with ornaments that shine,

Twinkling lights that sparkle, like stars that brightly dine.

I tiptoe to the window, where the world's a snowy sight,

A world transformed by magic, on this silent, holy night.

My heart is filled with wonder, as I gaze upon the scene,

Innocence and joy, like I've never seen.

The presents underneath the tree, wrapped in ribbons tight,

Hold the promise of the morning, when everything feels right.

The stockings hung with care, by the crackling, warm hearth,

In hopes that dear Santa, will bring gifts of endless mirth.

I leave him milk and cookies, a note of heartfelt plea,

To grant the wishes of the child, that forever lives in me.

As I climb back into bed, my heart is full of grace,

Dreams of Christmas morning light up my sleepy face.

For in the eyes of a child, the world is pure and bright,

And Christmas holds the magic, which makes everything feel right.

Ang LAKBAY Pagbasa ay programa at inobasyon ng Paaralang Elementarya ng Pinagbayanan sa Pila Sub-Office, Sangay ng Laguna sa pangunguna ng punongguro na si Gng. Monnette A. Ugat katuwang ang Dalubguro II na si Gng. Fe P. Ilao at mga Tagapag-ugnay sa Filipino na sina Dr. Maridel D. Larazo at Gng. Lysa B. Javier. Ang porgrama ay tumutugon sa puwang ng kaalamang idinulot ng pandemya. Isa itong interbensyong patuloy na umaakay at umaalalay sa mga mag-aaral tungo sa pagbasa. Layunin ng programang ito na magabayan ang mga mag-aaral upang mapalawak ang kanilang kasanayan sa pagbasa.

Ang LAKBAY Pagbasa ay nakaangkla sa DM no. 17, S. 2019, ito ay inisyatibo ng Kagawaran ng Edukasyon na 3 B’s, Hamon: Bawat Bata Bumabasa, DepEd Memorandum na layuning ang bawat mag-aaral ay gawing mahusay sa pagbasa at binigyan ng gawain ang mga paaralan sa buong bansang tulungan ang mga mag-aaral na mapaunlad ang kasanayan nila sa pagbasa. Nakaangkla rin ito sa Proyektong BUS ng EPS sa Filipino na si Dr. Zarina G. Llarena at Proyektong PABASA ng Tagamasid Pampurok na si Dr. Florentina C. Rancap

Ang pokus sa programang ito ay animnapu’t dalawang (62) mag-aaral na di-nakababasa ayon sa resulta ng Early Grade Reading Assessment o EGRA mula Baitang I hanggang III. Ang LAKBAY Pagbasa ay kasama sa iskedyul ng bawat klase kung saan ang mga mag-aaral na di-nakababasa ay inaalalayan ng mga kamag-aaral at guro. Tinuturuan ang mga mag-aaral na yakapin at maunawaan ang kahalagahan ng pagbasa.

Batay sa aksiyong pananaliksik na isinagawa ukol rito, ayon sa resulta ng komparativ analisis ang animnapu’t dalawang (62) mag-aaral na di-nakababasa ay bumaba sa anim (6) pagkatapos sumailalim sa LAKBAY Pagbasa sa Unang Semestre. Sa pagpapatuloy ng programa, lahat ng mga mag-aaral ay nakababasa ayon sa ginawang pagpapabasa ng mga punongguro ng PILA Sub-Office bilang pagtugon sa Proyektong PABASA ng Tagamasid Pampurok na si Dr. Florentina C. Rancap. Samakatwid, ang interbensyong remedyal ay mainam na paraan upang magkaroon ng mas higit na interaksyon sa pagitan ng mag-aaral at guro, o mag-aaral sa kapwa mag-aaral. Ang panghihikayat sa mag-aaral na magpatuloy sa pagbabasa gaano man kahirap ito ay magiging dahilan upang magkaroon sila ng interes sa pagbasa at tiwala sa sarili na kaya nilang makabasa.

ABSTRACT

Dealing with work, academic, and personal demands is difficult for first-generation working college students. They are the first in their families to enter college, and they hold down jobs to support their educational expenses. Along their college journey, their mental health becomes at stake. This situation led the study to explore the psychosocial experiences they encountered and their sources of mental health support in a qualitative-phenomenological research design. Eight participants who fit the study's requirements were selected through purposeful sampling and engaged in semi-structured interviews. The thematic analysis proposed by Braun and Clarke was used to analyze and interpret the data collected from the interviews. Results revealed six themes describing their psychosocial experiences: coping with stress, limited socialization, adjusting to the work environment, managing time effectively, facing academic difficulties, and dealing with family issues. Further, five themes were drawn out describing the sources of their mental health support: self-reliance, family, friends, guidance from professionals, and learning from books. The findings implied the need to implement intensive intervention programs that address their present concerns.

Keywords: first-generation college students, working students, psychosocial experiences, mental health support, phenomenology, implications, Philippines

INTRODUCTION

         A first-generation college student is the first member of their family to earn a degree from college. To support their quest for higher education, some of them need to render work, which several studies have accounted for this phenomenon across the globe (Astudillo et al., 2019; Cheng & Alcántara, 2007; Giray, 2022; Ives & Castillo-Montoya, 2020; Ma et al., 2021). Also, as they pursue their college dreams, these students must overcome several obstacles, such as time management, attending and setting priorities, and maintaining academic performance (Coral, 2020; Pedroso et al., 2022; Tumin, 2020). Further, their quality of life has been at risk due to the challenging aspects of being working students (Graves et al., 2017; Jaavall, 2007; Vernet, 2019). With this, they must endure whatever comes their way to achieve their educational goals.

As they proceed through college, their psychosocial experiences become overwhelming, leading to the point that their mental health becomes at stake. Various studies found that they are vulnerable to depression, stress, and anxiety (Khawar et al., 2021; Lim et al., 2022; Malolos et al., 2021; Serrano & Reyes, 2022). A recent study by Casamorin et al. (2023) found that working students are susceptible to suicidal risks. In addition, they have to juggle personal, work, and academic demands, which is a great challenge for them (Rockman, 2021; Tumin et al., 2020; Zhang, 2019). Therefore, if they do not handle their psychosocial experiences appropriately, it might negatively influence their work-life balance.

The students have yet to become accustomed to using mental health services which are vital to consider whenever they experience mental health concerns. In the helping field, mental health support may come from local or external help that enhances psychosocial well-being and prevents or treats mental diseases (UNHCR|Emergency Handbook, n.d.). These supports safeguard their psychological states while addressing their emotional needs and other pressing concerns. For instance, they can avail the counseling service of their schools, engage in psychoeducational activities, and go to psychological or psychiatric clinics, which all help address whatever mental health issues they face (Arnado & Bayod, 2020; Dela Cruz et al., 2023; Lattie et al., 2019). Therefore, mental health supports are positive interventions to ensure they earn their college degrees without jeopardizing their well-being.

In the locale context, the number of working students is increasing. According to the reports collated by the Department of Labor and Employment - Region XII, in 2022, there were 8,961 students registered for Special Employment for Working Students or SPES (DOLE Regional Office No. XII, n.d.). As their population grows, the prevalence of them having mental health concerns is also rising (Abenoja et al., 2019). Further, various studies conducted in the Philippines have explored their lived experiences which accounted for the state of their well-being (Arnado et al., 2020; Casamorin et al., 2023; Paje, 2023). Thus, becoming a working student is challenging; yet, many still choose that path. They must work hard to transcend their status quo despite whatever experiences they encounter.  

It is necessary to explore the psychosocial experiences of first-generation working college students. The psychosocial adjustments, quality of life, challenging experiences, and current state of their well-being are critical factors in understanding some parts of their experiences. Also, it is vital to explore their mental health supports as they cope with their psychosocial experiences. They strive to make their dreams materialize not just for them but also for their family. They must sacrifice a lot to build their path to earning college degrees. Along the road, they will face various experiences that may endanger their mental state. As the study sets its aims, it may give valuable insights to stakeholders and mental health service providers to improve, enhance, or create programs for intervention.

Research Questions

This study explored the experiences of first-generation working college students enrolled in selected higher-educational institutions in General Santos City. Specifically, it sought to answer the following research questions:

1. What psychosocial experiences do first-generation working college students encounter?

2. What are their sources of mental health support?

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Besy Agamata, a knowledgeable specialist, shares valuable insights on publishing laws for books and multimedia during an engaging session with Toltol Initiative members. Her expertise serves as a guiding light, ensuring the initiative members are well-informed and compliant with legal regulations in their creative endeavors.

The Chief Program Specialist of the Department of Education Central Office declared the Kwentong Pamana book launch and the Duaw Punta Separacion Theatrical Play gigantic during the 54th civil government founding anniversary of Narra, Palawan as June 21, 2023.

In a discussion with the teachers behind the book launch and the theatrical play, Besy C. Agamata, Chief Program Specialist from the Bureau of Learning Resources of the Department of Education applauded the event for both efforts pointing out that it was not only momentous and  but most of all gigantic.

Agamata graced the anniversary celebration made extraordinary as it highlighted the book launch of the seven (7) Tagbanua story books of the  Kwentong Pamana Project by the Narra Local Government Unit  and the presentation of Duaw Punta Separacion Theatrical Play of Narra Integrated School  depicting the untold story behind the local historic site.

In a display of remarkable achievement, local executives, deped officials, and key players of the project as well as Agamata unveiled of the Kwentong Pamana book covers leaving the attendees in awe and wonder since the visually-stunning book covers served as a gateway to the captivating indigenous narratives that awaited readers.

 At the same time, the Duaw Punta Separacion Theatrical Play set the stage for a retrospectively immersive experience, promising to transport viewers into a world of factual yet imaginative storytelling.

Agamata's presence at the ceremony underscored the profound significance of this literary and cultural endeavor, further solidifying its impact on the realms of literature and culture.

Both the theatrical play and the Kwentong Pamana books symbolized the significance of preserving and sharing local cultural heritage, reinforcing the power of the written word to convey and celebrate the essence of a community's rich traditions.

Organized by the local Tourism and Culture and Arts Offices, the highly- anticipated grand book launching and theatrical play not only captured the attention of the local community but has also ignited excitement among enthusiasts from distant corners.

On the other hand,, the Tagbanua Tribal Chief gives consent   for the Kwentong Pamana Project

Tagbanua Masicampo Robert O. Cursod Jr. delivered a powerful message regarding Property Rights Consent on the Publication of Storybooks under the Kwentong Pamana Project during the 54th Founding Anniversary Celebration of the Municipality of Narra.

The indigenous cultural community leader’s speech emphasized the importance of respecting intellectual property rights and obtaining consent for the publication of storybooks and underscored the commitment to preserving cultural heritage and ensuring the proper recognition of the creative contributions made by individuals involved in the Kwentong Pamana Project.

The event, attended by notable figures such as Besy C. Agamata of the Bureau of Learning Resources DepEd Central Office, Hon. Acting Mayor Marcelino C. Calso Jr., Hon. Acting Vice-mayor Arnold Verano, and Clemencia Paduga, EPS of Schools Division Office of Palawan heralded the new era of cultural preservation through the timely intervention of classroom teachers who are now the key players of the enormous task.

The Kwentong Pamana Project is an initiative of the Municipal Culture and Arts Office headed by Joeleyn G. Bandong, and the Local Tourism Office manned by Sherwin P. Corpuz. The writers of the books are teachers Beulah Gay M. Dayot and Adonai Shammah M. Lumba while the illustrator, also a teacher, is Henry A. Saldajeno Jr., a full-blood Palaw-an.

Narra Palawan's 54th Foundation Day was a memorable occasion as the spotlight shone on the extraordinary tale of Concepcion Uy Jocson Usman in the enthralling Duaw Punta Separacion Theatrical Play. The event, dedicated to commemorating the municipality's founding anniversary, featured a compelling narrative depicting the inspiring journey of Concepcion Uy Jocson Usman, a prominent figure in the business world, as she overcame the challenges of her childhood. The celebration was a testament to her resilience and served as a source of inspiration for the community.

In a captivating narrative that delves into the rich history of Narra, Palawan, the story begins during the period of Spanish colonization when the shores of Kapuripuriraw witnessed the meeting between the indigenous Palaw-an tribe and the arriving Spaniards. This encounter sparked a profound cultural exchange between the two groups, shaping the local heritage. As the narrative unfolds, a British missionary arrives in the area, accompanied by a young couple from Ilo-Ilo. Drawn to Narra's allure, they decide to make the town their home and raise a family. However, tragedy befalls them with the sudden and untimely death of the husband, shrouding their story in mystique. Local legend attributes his demise to vengeful spirits believed to be the guardians of a boar possessing a coveted golden tooth, unknowingly slain by the unfortunate man. This enthralling tale serves as a testament to the intricate tapestry of cultures and folklore that have shaped Narra's vibrant history.

.  Amidst the chaos, the pregnant wife is stabbed, yet feigns death to survive. Once the pirates depart, she discovers her one-year-old daughter with a severed arm, a desperate act that saved her from a fatal blow. This resilient child, none other than Concepcion Uy Jocson Usman, emerges as a symbol of survival and strength, destined to overcome the adversities that life has thrust upon her.The theatrical production, written by teacher-researcher Adonai Shammah Mabunga Lumba and directed by Limeul John H. Guanco and Them Poll Lorenzo Celorico, served as a powerful testament to the resilience and became a focal point of the town's commitment to preserving and celebrating local stories. The grand performance left the audience in awe and admiration, highlighting the rich cultural heritage and artistic talent of Narra Palawan.

  As parents, guardians, or mentors, we all want to see the children in our lives thrive and succeed. One way to encourage positive behavior and cultivate self-esteem is through praise. However, it is essential to understand that there is a difference between praising a child for being "good" and praising the child for how they are doing an activity. In this article, we will explore the effects of both types of praise on a child's mind and discuss how to give effective praise that can promote healthy development. Additionally, we will discuss how waiting for affirmation from others can become an emotional crisis for children and how it can lead to anxiety.

    It is natural for children to seek affirmation and praise from those around them, especially from the adults in their lives. Children rely on praise and validation to feel good about themselves and their accomplishments. However, when children do not receive the praise they seek, it can lead to an emotional crisis, causing them to doubt their abilities and worth.

   Praising a child for being "good" may seem harmless, but it can have unintended consequences. When we praise a child for being "good," we are labeling them and giving them a fixed mindset. The child may begin to believe that their worth is tied to their ability to be "good" and fear failure or making mistakes. In this way, waiting for affirmation from others can become a source of anxiety for the child.

  In a study published in the Journal of Child and Family Studies, researchers found that children who received praise for their efforts were more likely to have a growth mindset and see failure as an opportunity for growth. Children who received praise for being "good" were more likely to have a fixed mindset and see failure as a personal shortcoming. A fixed mindset can lead to anxiety and a fear of failure, as the child believes that their abilities are set in stone.

On the other hand, praising a child for how they are doing an activity can be beneficial. When we praise a child's effort, we encourage them to keep trying, even if they make mistakes. Praising a child for how they are doing an activity can help them develop a growth mindset, where they understand that success comes from effort and practice. Praising the child for their efforts can also help build their self-esteem and reduce their anxiety levels.

  It is also essential to be specific when giving praise. Instead of saying "Good job," try saying "I'm proud of you for trying your best." This type of praise is more effective because it acknowledges the child's effort and encourages them to keep trying. Specific praise can also help the child understand what behavior you are praising and encourage them to repeat it in the future.

 When children do not receive praise or affirmation, it can become an emotional crisis for them. They may feel like they are not good enough, which can lead to anxiety, depression, and low self-esteem. As parents, guardians, or mentors, it is important to provide children with praise and validation regularly. By doing so, we can help build their self-esteem and reduce their anxiety levels.

   Praising children is an important tool for promoting healthy development and cultivating self-esteem. However, it is essential to be mindful of the type of praise we give and how we give it. Praising a child for being "good" can have unintended consequences, while praising the child for their effort and progress can encourage a growth mindset. Being specific when giving praise can also be helpful in reinforcing positive behavior. By giving effective praise, we can help children build self-esteem, confidence, and resilience. Additionally, as waiting for affirmation from others can become an emotional crisis for children, it is important to provide them with praise and validation regularly to prevent anxiety and low self-esteem.

ABSTRACT

         This mixed method descriptive study aimed to investigate the responsive practices and explore the challenges encountered in the context of “double reduction” policy. The research was conducted in Hechi City with the participation of one (1) educational official, three (3) school heads and six (6) teachers for interviews. Besides, for the quantitative part of the study, 922 teachers and 14 schools heads participated in the survey that was conducted from the selected 15 urban primary schools in Hechi city. 

The study revealed a commitment among school heads to implement programs and projects that align with modern educational principles. The emphasis on innovation, holistic development, and technology integration reflects a nuanced understanding of the evolving educational landscape. Moreover, the school heads and officials are adopting proactive and technologically integrated approaches to monitoring and evaluation practices in education. The emphasis on continuous assessment, feedback loops, and community engagement reflects a commitment to ongoing improvement and collaborative decision-making. In addition, the teachers' active involvement in after-school services as identified in the findings reflects a positive response to the "double reduction" policy. This commitment implies that educators understand the value of providing a well-rounded education that extends beyond academic subjects. The common challenges of resistance to change, resource constraints, professional development, and community engagement identified in the "Double Reduction" policy implementation suggest the need for a multifaceted and collaborative approach.  It was recommended that studies that track the long-term effects of the "double reduction" policy on student academic performance and teacher professional development shall be conducted.

Key words: “Double reduction” policy, class teaching and learning, homework management, after school services, challenges

Introduction

Educational policies around the world have been evolving to address the challenges posed by various economic, social, and environmental factors. As nations strive to enhance the quality of education and reduce disparities, the global educational landscape has witnessed the emergence of diverse policies. One such policy gaining attention is the "Double Reduction" policy, a term encompassing efforts to both reduce the academic burden on students at basic education stage within schools and off-campus tutoring and alleviate the workload of teachers. Understanding the nuances of implementing such policies is crucial for educators and policymakers to ensure their effectiveness and impact on the overall educational system.

The latest released “Double Reduction” policy was "Opinions on Further Reducing Academic Workload and Extracurricular Tutoring Burden for Students in Compulsory Education." It was jointly issued by the General Office of the Communist Party of China Central Committee and the General Office of the State Council on July 24, 2021. It is a more comprehensive response to the failed attempts to reduce academic burden in China over the last three decades, as well as a plea to halt the increasingly uncontrollably growing number of off-campus tutoring facilities. It was required to be fully implemented since the fall semester of 2021 academic year.  This policy seeks to uphold the primary role of education in schools, improve the oversight of off-campus tutoring facilities, effectively allay parents' concerns, steadfastly prohibit violations of the public interest, create a secure learning environment, and support students' overall development and healthy growth.

Much research has shown that the implementation of the "Double Reduction"policy has produced far reaching impact on China’s compulsory education with obvious effectiveness in the expected aspects such as education ecology, homework management, after school services (Jiang & Li, 2022; Cai & Liu,2022 ; Zhang & Xiong, 2022). For example, the total amount of homework has been effectively controlled. Schools have generally established homework management systems, the number of students who have completed written homework within the specified time has increased from 46% before the "double reduction" to over 90%. At the same time, the quality of homework design has been continuously improved. At the end of one year’s implementation, up to July 2022, 17 provinces had issued homework design guidelines, and the Ministry of Education had specially organized professional team to develop "Guidelines for Designing Subject Homework System" and 24 volumes of basic homework in 8 subjects, which are available for free use in all parts of the country on the national Smart Education platform for primary and secondary schools. According to Huang (2022) , 99% of primary and secondary schools in China provide after-school services, which effectively promotes students' learning to return to campus instead of going to off-campus tutoring center.

Despite the growing interest in the "Double Reduction" policy and its potential benefits, there is a dearth of empirical research examining its implementation at the local level, particularly in regions with unique socio-cultural dynamics like Guangxi. This study aimed to fill this gap by conducting a comprehensive case analysis of selected primary schools in Guangxi. By doing so, the study sought to identify the practices that contribute to successful policy implementation, as well as the challenges that educators, students, and policymakers may encounter. The findings of this study would provide valuable insights for educational stakeholders, enabling them to make informed decisions about the refinement and adaptation of the "Double Reduction" policy to suit the specific needs of primary schools in Guangxi.

Motivated and driven by the expected goals of this unprecedented policy initiative, and the reported implementation effects, whether positive or negative, as a college teacher-researcher in a less developed minority ethnic region, the researcher conducted a descriptive study to investigate the status quo of the policy implementation in primary schools in underdeveloped regions in China. Specifically, by examining participants’ responsive practices (their cognition of the policy, behaviors and activities, programs and the like conducted in related domains as response to the requirements of the policy), this study aimed to identify whether or not the primary schools in these areas have also achieved the effects described in relevant national-wide sampling survey reports and research, what challenges they have met in the process of carrying out the policy; to explore what timely suggestions and support can be offered to help those schools to better address those issues to achieve desired effective policy results.

Methods

The research adopted a convergent, parallel, mixed method approach to describe the participants’ practices in response to the new policy and identify the challenges they have encountered in implementing the policy.

The research was conducted with the participation of 922 teachers including 14 school heads in Hechi City, Guangxi province. Six regular teachers and three school heads from different schools among the 15 schools were selected for in-depth interview after they completed the questionnaire survey.1 educational administrative official was also interviewed.

The collected data from the questionnaire were analyzed using online SPSS analysis software SPSSAU. Moreover, following the steps of familiarizing, coding, generating themes, reviewing potential themes, defining themes, qualitative data was primarily analyzed through the use of thematic analysis.

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ABSTRACT

The purpose of this study was to discover how principals and teachers perceive bullying incidents management in selected junior high schools in Yizhou, Guangxi, China.  A quantitative descriptive research design was utilized in this study in seven (7) selected junior high schools in Yizhou, Guangxi, China with the participation of seven (7) principals and selected 495 schoolteachers during the Academic Year 2022-2023.

Based on the findings, the grand mean for the survey responses regarding the presence of physical bullying in selected junior middle high schools in Yizhou, Guangxi, China, is 3.91, indicating an overall agreement among teachers and principals. Moreover, the grand mean of 4.24 suggests that, on average, teachers, and principals in the selected junior middle high schools in Yizhou, Guangxi, China, tend to agree that bullying incidents, particularly psychological bullying, are a concern within their institutions. The grand mean signifies a relatively high level of agreement among the participants that bullying is a prevalent issue in the schools.. Moreover, the grand mean of the responses from teachers and principals regarding the presence of various forms of verbal bullying in selected junior middle high schools in Yizhou, Guangxi, China, was found to be 4.28, indicating an overall agreement among participants. This suggests that the participants generally agree that verbal bullying is a concern within the selected junior middle high schools.

The grand mean for the management of bullying incidents by school heads in selected junior middle high schools in Yizhou, Guangxi, China, was calculated to be 4.10, indicating an overall agreement among the participants regarding the various statements pertaining to the management of bullying incidents. This suggests that, on average, the participants agree that the schools have effective measures and strategies in place for managing bullying incidents.

The grand mean for the surveyed statements pertaining to the challenges in managing bullying incidents in the selected schools is 4.09, indicating an overall agreement among the participants. This suggests that, on average, teachers and principals in these schools generally agree that there are significant challenges in managing bullying incidents.

Based on the conclusions drawn from the study's findings, it was recommended that the schools should develop comprehensive bullying prevention programs that address physical, psychological, and verbal bullying.

Keywords: bullying incidents, anti bullying plan, junior high schools

Introduction

The eradication of bullying and maintaining the security of schools worldwide is an issue that is frequently brought up in debates in the twenty-first century. It is projected that there are around 5.7 million children who are either victims of bullying or participating in bullying behavior. Moreover, it is estimated that a student is bullied every seven minutes of each day in educational institutions and that 85 percent of the time, there is no action from either other students or adults (Statista, 2020). As a result of the persistent increase in bullying occurrences that have been appearing in schools, experts have started to take a more in-depth look at how security measures can be implemented to reduce bullying in schools across the country.

Bullying has been a major problem in countries worldwide. From 2007 to 2022, the number of teenagers suffering from bullying had stayed about the same (32 percent). In 2022 bullying data, roughly 43 percent of adolescents, primarily girls and LGBTQ community members, had suffered a few types of bullying (Statista, 2021). As per bullying research done by Statista in 2021, 21 percent of kids between the ages of 10 and 18 had been bullied, as reported by their parents. As of January 2020, 44% of all reported experiencing bullying. Name-calling was the most common form of bullying, accounting for 37 percent of all incidents (Bullying Research Center, 2021).

In China, the government has placed a significant emphasis on the safety of Chinese campuses. Bullying among pupils at primary and secondary schools has grown increasingly serious over the past few years, which poses a significant threat to the safety of the campus. An investigation that was carried out by the China Youth Research Center in 2015 involved 5864 students from elementary and high schools located in ten different provinces and towns. The results of the poll revealed that 32.5% of the students had experienced bullying on a few occasions and 6.1% of those surveyed reported that bullying had occurred sometimes. The frequency of bullying among students was determined to be 33.36 percent in 2016, according to a sample study that was conducted in China in 2016 on 104825 children attending elementary and middle schools in 29 different counties. Of those kids, 4.7% were tormented often, and 28.66% were abused frequently.

As a result, the objective of this research is to investigate the perspectives of administrators and teachers on how to handle bullying occurrences in several junior middle secondary schools located in Yizhou District, Guangxi, China. From the perspective of school leaders and educators, successfully addressing bullying issues indicates that the adverse effects that victims of bullying experience have subsided as an outcome of schools' activities directly tied to bullying. This is the case because schools have made attempts to deal with bullying.

The purpose of the study was to collect the perspectives of school administrators and teachers concerning the appropriate way to deal with bullying behaviors. The special emphasis of this will be on examining the actions taken by the school in response to the numerous instances of bullying. School personnel, district authorities, and lawmakers are not aware of the most successful ways to combat bullying since there are not enough studies on the topic. This is because researchers have not conducted enough research on bullying. Because of the discretionary character of the word "effective," it is essential to clarify this phrase so that it may be understood throughout the entirety of the study in its entirety.

Method

The study design utilized was quantitative descriptive method. The present research utilized the design to determine the number of instances of bullying that occurred inside the colleges through the utilization of surveys. Questionnaires were distributed to the respondents, and they were asked to answer them. After that, the researcher statistically analyzed the data gathered.

The researcher conducted the data gathering in five (7) selected junior middle high schools in Yizhou, Guangxi, China.

The primary participants were the seven (7) principals and selected 495 schoolteachers in the selected junior middle high schools in Yizhou, Guangxi, China during the Academic Year 2022-2023.

The principals were selected using total sampling. All the seven principals were selected to participate in this study.  For the teacher-participants, they were selected using simple random sampling, the slovin’s formula was used to calculate the sample size.

         The study utilized two (2) primary instruments that determined the teachers and principals’ perception on bullying incidents management in selected junior middle high schools in Yizhou, Guangxi, China.

         The survey questionnaire was adopted from the Wiseman (2011). This research tool was initially used in the study entitled “Bullying in schools: A research study on school policies and procedures”.

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I.               CONTEXT AND RATIONALE

Filipinos have deep regard for education; education occupies a central place in the Philippine political, economic, social and cultural life. It was always being strongly viewed as pillar of national development and Primary Avenue for social and economic mobility. A clear evidence of the value place on education is the proportion of the national government budget giving to sector: The DepEd, the country’s biggest bureaucracy, is given the highest budget allocation among government agencies each year as required by the Philippine Constitution.

   Republic Act XIV Section 1 of 1987 Philippine Constitution upholds the right of every Filipino child to free education. Every year, millions of Filipino children claim this right, literally flooding schools all over the country to obtain primary education. Schoolchildren’s first-day-of-school experiences, however, are greeted with overcrowded classrooms and shortages of teachers and textbooks. High dropout rates and poor performance in national and international achievement tests continue to hound the country’s education system. In response to these, the Department of Education (DepEd) has focused on addressing shortages which it sees as the root cause for the poor performance of students. Hence, the preoccupation with new classroom construction, teacher hiring, and textbook procurement. Various studies, however, look at this preoccupation with shortages as dealing with the symptoms and not the causes of underperformance by the education system (PIDS, 2009). Monitoring and evaluation are important management tools to track your progress and facilitate decision making. While some funders require some type of evaluative process, the greatest beneficiaries of an evaluation can be the community of people with whom your organization works. By closely examining your work, your organization can design programs and activities that are effective, efficient, and yield powerful results for the community.

   Each M&E plan should contain specific output- and outcome-based indicators with baselines and targets, data source, and frequency of data collection. The M&E plan is meant to detail how the outputs and outcomes of program activities will be measured quantitatively. Yet, sometimes the results and impact of a program are more easily conveyed qualitatively. (Free Democrastan Institute, 2015). An effective M&E system is more than a statistical task or an external obligation. Thus, it must be planned, managed, and provided with adequate resources.

   The Monitoring, Evaluation and Plan Adjustment (MEPA) of the department develop deeper understanding on how it is essential in the full implementation of strategic plans vis-à-vis accelerating access, quality and governance. Before the MEPA technology is implemented, the department focused more on quantitative that cannot capture barriers and bottlenecks of programs and projects implementation and not much segmentation done leading to one-size fits all interventions.

II.              RESEARCH QUESTIONS

Generally, this study is aimed to describe the extent of implementation of Monitoring, Evaluation and Plan Adjustment (MEPA) and school performance.

Specifically, this study seeks to answer the following questions:

1. What is the extent of the implementation of Monitoring, Evaluation and Plan adjustment in terms of?

1.1 Strategic Planning;

1.2 Accountability and Continuous Improvement; and

1.3 Resource Management?

2. To what  extent is the level of school performance along with:

2.1. Quality ;( NAT)

2.2. Access ;( total enrolment and leaver rate)

2.3. Efficiency ;( cohort survival and completion rate)

2.4. Governance?

3. Is there a significant relationship between the implementation of MEPA and school performance?

Proposed Innovation, Intervention Strategy

     The organization of this study will be based on the Research Paradigm in Figure1 found in the succeeding page. The figure shows the extent of Monitoring, Evaluation and Plan Adjustment (MEPA) relative to strategic planning, accountability and continuous improvement and resource management.

         In like manner, the school performance in terms of quality, access, efficiency and governance serves as the dependent variables.

         The intervening variable refers to the respondent’s profile.

Further, the framework discloses the relationship of the respondents supports on their respective school.

Moreover, the intervening variables speculates that their status affect their performance in implementation.

Also in Section 2 of RA 10533 otherwise known as the “Enhanced Basic Education Act of 2013, “The State shall establish, maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people, the country and society-at-large.”

         The impacts of education investments in developing and transition countries are typically measured by inputs and outputs. Missing from the education agenda are measures of performance that reflect whether education systems are meeting their objectives; public resources are being used appropriately; and the priorities of governments are being implemented. Good governance in education systems promotes effective delivery of education services. Critical are appropriate standards, incentives, information, and accountability, which induce high performance from public providers.

         In the past decade, the Department of Education (DepEd) has introduced policy actions to mitigate input shortages in textbooks and school buildings, revised the basic education curriculum, promulgated new instructional policies and took steps towards achieving a more equitable teacher deployment. Yet these policy actions have not all produced better outcomes: real per capita government spending on basic education continues to lose ground to population growth and inflation; DepEd has made only incremental gains in achieving a more equitable deployment of the large teaching force; and the bureaucracy has been slow to implement decentralization in line with the Governance of Basic Education Act of 2001.

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  Reading is a vital life skill that has far-reaching implications for success in education and employment. To this end, it is crucial that all students receive adequate support and resources to help them develop strong reading skills, regardless of their ability level. Unfortunately, in many public schools, only students who are struggling with reading receive the necessary attention and resources to improve their skills, while students who excel in this area are often overlooked.

Studies have shown that students who are able to read independently by the end of third grade are more likely to have higher academic achievement throughout their schooling years and beyond. Strong reading skills enable students to access complex and challenging material, understand and retain information, and communicate effectively with others. It also opens up opportunities for lifelong learning and pursuing their interests and passions.

The continued emphasis on interventions for slow learners in many public schools is a cause for concern, as it results in limited opportunities for growth and improvement for students who are already strong readers. This not only hinders their development, but also creates an unequal and unfair learning environment.

To address this issue, it is crucial that schools and educators prioritize the development of strong independent readers for all students. This can be accomplished by providing a comprehensive and challenging curriculum, offering students opportunities to read a wide range of texts, and utilizing assessment tools to accurately measure reading progress and inform instructional decisions. Furthermore, schools should invest in professional development opportunities for teachers to enhance their teaching skills, especially in the area of reading instruction. This will ensure that all students receive the support they need to develop their reading skills to the fullest extent possible.

Creating a culture of reading is also an important aspect of developing strong independent readers. This can be achieved by encouraging students to read regularly and providing them with a variety of texts to choose from, such as books, magazines, newspapers, and online resources such as websites and blogs. Families play a crucial role in supporting their children's reading development by creating a home environment that is conducive to reading and providing them with access to books and other reading materials. Parents can also model good reading habits by reading regularly and encouraging their children to do the same.

Incorporating technology can also be an effective way to enhance reading development. For instance, utilizing e-readers or online reading platforms can provide students with access to a vast array of texts that they may not have been able to access otherwise. These tools can also make reading a more interactive and engaging experience, thereby motivating students to read more.

In conclusion, developing strong independent readers is an ongoing process that requires a concerted effort from schools, educators, families, and students. By providing students with access to a comprehensive and challenging curriculum, opportunities for reading a wide range of texts, utilizing technology to enhance their reading experiences, and creating a culture of reading, we can help to ensure that all students have the skills and support they need to become successful and confident readers. By doing so, we can create a more equitable and successful society, where every student has the opportunity to achieve their full potential.

Abstract

         Check & Connect is a dropout prevention strategy that offers a data-driven monitoring/mentoring model that uses sustained relationships to foster learner engagement. Risk factors specifically targeted by Check & Connect include achievement and poor attendance. Through Check & Connect, teachers engage learners by “checking” in with them regularly regarding their attendance, grades, and suspensions. Measuring attendance is a particularly important element of the checking-in process, and teachers typically check their learners’ attendance daily. Specifically, Mayor AS Fortuna Memorial Elementary had seven (7) dropouts during School Year 2020- 2021 despite implementing academic ease measures to help families, learners, and teachers who were still adjusting to the distance learning set-up by practicing leniency in the completion and submission of activities by learners. Hence, the Check and Connect: Zero Drop-Out program was implemented to address this gap. Meanwhile, the “connecting” component of Check & Connect involves mentor-led monitoring of feedback on learner progress, training in cognitive-behavioral problem-solving, and intensive interventions such as conducting regular Zoomustahan; partnering with the parents and Barangay Officials for possible support; attendance and behavior monitoring; conduct counseling; conduct home visitation; and progress monitoring for those learners showing high risk on indicators. This study revealed that the check and connect program was effective because no reported dropouts and failures at the end of the school year 2021-2022. This implied that the school achieved 100% in the key performance indicators on promotion and graduation rate. To save learners at risk of failing, learners must establish individual academic plans and teachers advocate at the school for supportive programs for at-risk such as remedial and to adopt the program.

Introduction

Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgements, conclusions and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.

The K to 12 Science curriculums provides learners with a repertoire of competencies important in the world of work and in a knowledge based-society. Thus, the Science curriculum recognizes the place of Science and technology in everyday human affairs, social, economic, personal and ethical aspects of life.

The prescribed and allotted time for the Science subject is often limited, and as a result teachers find it difficult for the learners to memorize and master the different vocabularies or terminologies because the teachers are often eager to teach the content and consequently provide only a brief introduction of science terms.

In line with this fact, the implementation of the Enhanced Basic Education Act of 2013 (Republic Act 10533) the Department of Education is adopting the enclosed Policy Guidelines on Classroom Assessment for the K-12 Basic Education Program.

For grades 1-10, a learner who did not meet expectations in at

     most two learning areas must take remedial classes.

This policy proves that remedial instruction should be undertaken that will prevent pupils from failing in any learning areas at the end of the school year and provide learning intervention to slow learners in order for the students develop their full potential and total well-being and thereby acquired life skills that can be continuously improved.

Teachers are constantly striving to improve learner’s performance. As an educator there are lot of challenges in finding ways to facilitate the academic performance of each and every learner.  It is extremely difficult for one teacher to meet the needs of each student at one time; there is simply not enough time in a school day to spend individual time with each learner every single day.

In a real classroom situation, teachers are facing different kinds of learners; there are fast learners and slow learners, in order to close the achievement gaps between fast and slow achieving pupils. Hence it is important to consider how to help pupils with low achievement to improve their academic performance. Scholars in the field of educational research have suggested that teachers should pay more and more attention to individual differences when teaching and provide remedial instruction for students with low achievement.

It is important for the teacher to recognize the necessity for quality science instruction; different systems must be in place for all learners in order to raise their performance. There are varieties of methods and strategies exist for teaching pupils science facts that most teachers utilize. These include the medium used of computer assisted learning, written facts and game based learning. Through these understandings, facilitators can help students become proficient with their factual recall.     

The teacher researcher always conducted several game based activities with the pupils as a means to review previously taught lessons. It was noticed that most pupils tend to enjoy hands-on activities like jumbled letter games, mix and match, puzzle game and concept mapping and the like. However, did the pupils really grasp or understand the content of the different lesson in the learning process when they play games or do activities for a short period of time. Some pupils appear to be more motivated and interested to learn when they are competing in a game or activity while others seem like they are bored or possibly distracted especially to the slow learner. As a whole, the feedback received from pupils regarding the benefits of the review games they played has been positive and many pupils suggest that they want to play more often.

In the real sense of gaming an individual cannot play without an opponent. In this study slow learners will help one another in answering the game based worksheet till they master the different vocabulary or terminology and the competencies needed in the curriculum. Buddy system should be in place to address the needs of each learner. This buddy system pairs learners in the remediation class and asks them to support one another with specific tasks or skills. Greater social integration, development of leadership skills, better classroom management, and improved academic outcomes are the benefits that can be derived from buddy system.

According to Milczynski (2012) the idea of using game-based strategy to engage students in the process of active learning is not new. Over the past several years, educators have been increasingly incorporating various games into their teaching strategies to create a fun and engaging learning environment for students. Although this can be very challenging and time consuming, interactive, collaborative and competitive games tend to motivate and encourage student participation in the learning process.

Likewise Kirikkaya et al (2010) using a card game to assess one’s knowledge of galaxies and space is also applicable in other learning areas. They discovered that this educational card game not only increased the learning motivation of students but also assisted them in the formation of higher conceptual abstractions. The use of such a card game for assessment purposes could help to reduce test anxiety and promote better learning effectiveness.

Shaffer (2009) stated that games require the kind of thinking that we need in the 21st Century because they use actual learning as the basis for assessment. They test not only current knowledge and skills, but also preparation for future learning. They measure 21st Century skills like collaboration, innovation, production, and design by tracking many different kinds of information about a student, over time.   Games are frequently cited as important mechanisms for teaching 21st century skills because they can accommodate a wide variety of learning styles within a complex decision-making context.

         Learners’ engagement in the 21st century is critical with the increasing prevalence of blended and remote learning, and one of the popular pathways is to engage learners with game-based learning. Recently game-based learning has been demonstrated with comprehensive evidence from education research to augment learning. Such enhancement on learning has been reviewed and suggested that games-based learning enhances learning performance and outcome through affective, cognitive and behavioral mechanisms. (Sailer and Homner 2019)

Therefore, in this study, the researcher developed a sci- game with buddy system as teaching strategy that will help the slow learners in achieving the necessary skills or competencies needed in the curriculum and further investigate the effect of sci - game on the learner’s performance. 

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ABSTRACT

This study explored the professional competence of local university English teachers based on normal majors accreditation. It aimed to find out the influencing factors and put forward improvement measures. The participants of the study were 159 English teachers from five local universities in Guangxi,China. It utilized methods of literature analysis, questionnaire.

The study analyzed the demographic profile of university English teachers, analyzed the relationship between them, and the influencing factors. The findings indicated gender exerted a significant influence on teachers’ professional competence. And the proportion of female English teachers was higher, but the professional competence of male teachers was obviously stronger than that of female teachers. Age had an obvious influence on the teaching practice competence of university English teachers. Academic rank and degree had no significant influence on the professional competence of them. As they grew older, their teaching practice competence gradually increased.

Many factors influenced the professional competence of university English teachers, including society,university and teacher factors. Among them, attention from relevant departments was highest, and the rest factors were attention from school leadership, knowledge structure, English teaching level, career planning and social status of English teachers.

 Society and government may try to perfect policy formulation and assurance systems, and advance the social status of them. Universities may improve English teachers’ recruitment, promotion, continuing education, and motivation system and establish equitable evaluation and promotion mechanisms. English teachers can improve their career planning awareness and foster personal growth, reinforce collaborative communication, construct a learning community.

The findings of this study could provide some references and ideas for the research system of normal majors accreditation fields and professional competence of university English teachers in China local universities, stimulate them to reflect on and take action to enhance their professional competence, urge relevant departments to support the improvement of their professional competence, thereby improving educational quality.

Keywords: English Teachers, Professional Competence, Selected Universities

Introduction

"When education in a country thrive, the country will thrive, and strong education makes a strong nation." Education is the soft power of a country, the foundation of its development and the source of social progress.The high-quality development of education is an inevitable requirement for the outstanding development of China's economy and society in the new era.High-quality education requires the cultivation of top-ranking teachers.

In October 2017, the Ministry of Education in China issued the "Implementation Measures for the Accreditation of Normal Majors in Colleges and Universities (Trial)" (hereinafter referred to as the "Implementation Measures"), which carried out accreditation work for teacher education in higher education institutions, creatively promoted the connotative development, and strictly controlled the quality of teacher training.In Implementation Measures, graduation requirements in the second-level accreditation include the practice of teacher ethics, learning to teach, learning to educate, and learning to develop.

In April 2021, the Office of the Ministry of Education of China issued a notice on the publication of five documents, including the "Standards for Professional Teachers' Professional Competence of Secondary Education Majors (Trial Implementation)" (hereinafter referred to as the "Competence Standards").The four professional competence includes teaching practice competence, comprehensive education competence and independent development competence, competence to practice teacher ethics, which is in accordance with the graduation requirements of normal majors accreditation standards.

The core significance of normal majors accreditation system is to use strict graduation and employment requirements to drive the improvement and effectiveness of education. As the guiding figures for teacher education students, educators' teaching philosophies, methods, outcomes, and even individual shortcomings in the classroom can serve as demonstrations and references for future teacher.

 The normal majors accreditation involved all normal majors, including English, Chinese, mathematics etc.With reverse thinking and reverse design, this study tried to analyse professional competence of university English teachers in selected universities in Guangxi,China. And it aimed to explore the factors that influence professional competence of them and provide some measures for the improvement.

Literature Review

Studies on the professional competence development of university English teachers and normal majors accreditation was becoming more abundant.For example, Liu (2014),Yang et al.(2015), Tang(2016), Zimnyaya(2013), Motallebzadeh et al.(2017) proposed some methods to improve university English teachers’ professional qualities.However, the study about the combination of the two was few. In terms of empirical evidence, most studies focused on the construction of the teaching staff and the enhancement of their comprehensive qualities. These included Liu (2021) ,Zhou (2022) ,Xie et al. (2023), who analyzed the problems and construction of teacher teams under the background of normal majors accreditation.

However,these studies lacked relevant data and didn’t conduct thorough and comprehensive analysis, resulting in solutions that only scratch the surface and become too superficial. Therefore, based on the requirements of the "Implementation Measures" and  "Competence Standards", this study collected data through questionnaire to explore the professional competence of university English teachers in Guangxi based on normal majors accreditation.

Method

So as to realize the goals to analyze the professional competence of university English teachers, the study employed quantitative research design using a questionnaire to gather the essential data.

The participants of the study were the 159 English teachers from School of Foreign Languages in five local universities in Guangxi Zhuang Autonomous Region in China.

After the questionnaire was made, it was validated by 5 capable experts. Based on the analysis, the reliability value of the study was 0.896, which surpassed 0.8, thereby confirming the high quality of the study's data.

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Abstract

This study attempted to examine how the impact factors promote the development of students’ Intercultural Competence among selected local universities in China along with the student level, teacher level and school level, based on the related investigation results of Chinese university students’ Intercultural Competence. Both survey questionnaire and interview are used in collecting data for this study. Totally 1,750 students of different majors and different study years were collected from targeted eleven (11) local universities in China answered the questionnaire. And 10 teachers of various years of service in higher education served as the interviewees of the research. Finds show that all the factors of student level, teacher level and school level make a difference in promoting students’ Intercultural Competence.

Keywords: Intercultural Competence, impact factor, student, local university

Introduction

21st century brings people into an era of globalization. “Globalization” is first proposed by Theodore Levitt in 1985, and now it is used to describe the state and trend of the world in areas such as economics, culture, and education. This primarily means that globalization is an economic process, viewed as economic activity. The mutual dependence of national economies on a global scale, the operation of multinational corporations, the development of global market, the allocation of resources and flow of capital worldwide, all force people to confront the cross-border interactions and movement of people brought about by economic globalization. Secondly, globalization is also a process of worldwide negotiation and dialogue that powerfully promotes the intercultural communication. The unprecedented advancement of modern transportation and communication technologies, the frequent occurrence of transnational mass communication, and interpersonal communication indicates that the era of cultural globalization has arrived.

Featherston believes that the extension of the interconnected state of global culture is also a kind of globalization, which would lead to a global community with consistent cultural interaction and exchange. Overall, globalization can be considered as a multidimensional process, where cultural unity and diversity coexist, and concepts and paradigm shifts update. It implies the need to use education to promote and achieve it.

In recent years, the Chinese government has increasingly emphasized the cultivation of students’ Intercultural Competence, and has included Intercultural Competence as a goal of school education in important educational documents. For example, in 2010, the Ministry of Education of the People’s Republic of China (MOE of China) released a significant document titled the “National Medium- and Long-Term Program for Education Reform and Development (2010–2020)”. This program highlighted the importance of enhancing intercultural awareness and cultivating Intercultural Competence as crucial goals for developing talent in China. According to the MOE of China (2010), higher education should aim to: (a) fulfill the demands of national economic and social globalization; (b) produce a large sum of graduates with global views, comprehensive knowledge of international norms and regulations, and the ability to participate in international diplomacy and competition; (c) strengthen education for international understanding; (d) promote intercultural communications; and (e) deepen students’ comprehension of various cultures.

Another important document is “China’s Education Modernization 2035”, jointly issued by the CPC Central Committee and State Council in 2019, which emphasized the necessity for improved intercultural exchange and the cultivation of international talents possessing a global perspective. These talents should demonstrate a seamless ability to operate in international events and competitions. As members of the global community, Chinese students are expected to take on significant responsibilities for a better future. Consequently, it is crucial for them to cultivate an open, appropriate, and effective approach to interacting with individuals from diverse cultural backgrounds. The capacity to understand, analyze, evaluate, and address global and intercultural issues from multiple perspectives is a fundamental component of Intercultural Competence. Only with such expertise can Chinese students become competent actors on the world stage. Therefore, China has a great demand for talents with global visions, familiarity with international regulations, and high-level Intercultural Competence.

Given this situation, a few scholars have undertaken research on the Intercultural Competence of Chinese university students. For instance, Gao (2016) conducted a survey on the Intercultural Competence of 2,300 sample students from 16 universities located in 10 provinces, municipalities, and autonomous regions across China. The research results indicate that Chinese university students’ overall intercultural competences are in a relatively ideal state (mean value of 3.73), with consciousness being the highest (3.96) and knowledge being the lowest (3.03) among the six dimensions. The result also shows that there are significant differences in intercultural communication ability dimensions among university students with different backgrounds.

However, some other available researches show that the Intercultural Competence of Chinese university students is generally inadequate. Fan et.al (2013) conducted an empirical investigation of the Intercultural Competence of 1,300 students among selected seven (7) universities in China. The study found that, overall, Chinese university students have a weak to moderate level of Intercultural Competence.

Yang (2016) also conducted an empirical study to investigate the Intercultural Competence of 400 undergraduate students in non-English majors at Shihezi University. The results showed that the Intercultural Competence of non-English major undergraduates were relatively low.

Fu (2017) analyzed the factors influencing the Intercultural Competence of non-English major undergraduates from two universities in Sichuan. And the results showed that the Intercultural Competence of these students was average, with a lack of foreign cultural knowledge.

Zhang and Long (2022) analyzed the development of intercultural competence of students among Applied Universities majoring in Business English. The study found that Chinese university students possess a generally average level of intercultural competence, and students majoring in Business English exhibit strong abilities in intercultural awareness and attitude. However, these students demonstrate fluctuation in intercultural knowledge and skills, particularly in regards to intercultural communication skills, which remain unstable.

The afore researches indicate that University students in China generally have an average intercultural competence, which is needed to improved.

Statement of the Problem

In China, there are two types of universities: public and private. And public universities are further classified into “affiliated universities” and “local universities” based on their administrative entities. “Affiliated universities” refer to higher education institutions whose principal administrators are appointed and managed by national government departments such as the Ministry of Education, the Ministry of Industry and Information Technology, the National Commission for Ethnic Affairs, and the Ministry of Public Security. While “local universities” refer to higher education institutions whose principal administrators are appointed and managed by the provincial governments. The social influence of the two types of universities varies. Affiliated universities, due to their high level of academic achievement, have mostly been included in the national 211 Project, the 985 Project, or the Double First-Class University initiative. Local universities, however, have varying levels of academic standards and weaker comprehensive strength, which results in a significantly lower social influence compared to affiliated universities. With stronger social influence and superior geographical location, affiliated universities usually are able to enroll the most academic excellent students.  

But the truth is that in China, it is the local universities that undertake the important task of providing higher education to the public, rather than the affiliated universities (Ye, 2005), because there are only 115 affiliated universities out of a total of 2,663 higher education institutions in China and the rest of 2,548 higher education institutions are local universities (Li, 2020). Though some researches have been undertaken to evaluate the Intercultural Competence of Chinese university students, most of them targeted at all kinds of Chinese university students. Seldom research focus on the Intercultural Competence of students among local universities in China.

Therefore, this study attempted to examine how the impact factors promote the development of students’ Intercultural Competence among selected local universities in China.

Research Questions

1. How does the impact factors at student level promote the development of students’ Intercultural Competence among selected local universities in China?

2. How does the impact factors at teacher level promote the development of students’ Intercultural Competence among selected local universities in China?

3. How does the impact factors at school level promote the development of students’ Intercultural Competence among selected local universities in China?

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Abstrsact

This study aimed to explore the current problems and challenges encountered along the practices on assimilation management of international students in selected local higher education institutions situated in prefecture-level cities of Guangxi China. Based on problems and challenged identified, the researcher proposed an action plan from five(5) dimensions including management system, enrollment management, teaching management, service management and self-management to facilitate assimilation management of international students in these universities. With this action plan, assimilation management model of international students will facilitate these institutions’ internationalization of higher education and comprehensive competitiveness, and serve as practical references for other universities with the similar situations in China.

Keywords: Action Plan, Assimilation Management, International Student, Internationalization of Higher Education, Local Higher Education Institutions

I. INTRODUCTION

Education is not only a vital means of cultivating national identity but also a significant window for disseminating a country’s external image. It functions as a crucial soft power export for the national image, too. International student education is a core symbol of internationalization level of higher education. It plays an irreplaceable role in enhancing a country soft competitive power and international influence. With vigorous development of China, international student education can not only promote and expand the degree, depth and breadth of China’s foreign exchanges with other countries in the world, but also help to integrate social resources to extend the direction of China’s higher education development. It further enhances China’s international competitiveness in terms of higher education and meets the requirements of open-oriented construction in China’s economy and society.

Due to the growth of the number of international students in China, new opportunities have been increasing and challenges of effectively managing enrolled international students have becoming more urgent and serious. These challenges include language barriers, cultural differences, religious beliefs, and varying educational backgrounds, etc. Higher education institutions of China should try to accommodate themselves to these changeable circumstances and adopt appropriate management modes that align with current situation to support the long-term development of international student education. This can be achieved by employing a comprehensive model reflecting in the dimensions of management system, enrollment, teaching and service managements, and better student self-management, etc., which is called assimilation management model of international students. It has currently been common in majority of higher education institutions of China. With its practice, optimization and improvement, this model will function as the key factor directly contributing to the educational sustainable development of China.

By adhering to the principle and direction of assimilation management, Chinese universities and colleges can achieve harmonious yet differentiated management of international students to fully leverage the potential of internationalized education as a tool to cultivate international students’ recognition of China and forge a positive global image. Ultimately, this will help international students better assimilate into Chinese society and embrace Chinese culture.

Since universities can contribute to a vision of educational sustainability for the global through research, teaching and acting as models in their own physical operation in management, as one of the administrative members involving international student management in her university, the researcher was motivated to conduct this study. Furthermore, the pandemic lasted three years from 2020 to 2022 accelerated the internationalized reform of higher education. As a consequence, reconstruction of international education in higher education institutions faces all-round challenges: the traditional differentiated management model for international students cannot adapt to the complex evolution of global competition in higher education from a dynamic perspective; It is impossible to coordinate the coupling and adaptation of Chinese and Western cultures in the post-epidemic era; It cannot meet the needs of educational quality improvement exactly for international student education in Chinese higher education institutions.

Statement of the Problem

A preliminary study on policy of assimilation management of international students in China shed light on analyzing and summarizing the current implementation policies of assimilation management from four aspects, that is, assimilation management policy itself, policy implementation subject, international student group and policy environment. The results and deficiencies achieved in the process were put forward to improve the efficiency of policy implementation, including refinement of relevant policies, efficient cooperation of management institutions, support of internal and external environment of the university, and self-learning of the target group, so as to build a multi-subject collaborative support. As for this study conducted by the researcher, it mainly emphasized the effectiveness of the policy of assimilation management of international students. Secondly, the previous studies didn’t examine the internal and external barriers to assimilation management of international students of local higher education institutions in Guangxi China, it only highlighted problems and challenges encountered, which prevented the process towards realizing assimilation management of international students in these universities. Thirdly, the previous researches on the topic paid more concerns on how administrators managed international students but less attention to the managed---international student themselves. Thus, the current study examined the reasons of existing problems and challenges of implementing assimilation management in these local undergraduate universities. Fourthly, the preceding researches did not concern too much perceived benefits of international students, but this study emphasized more benefits for both international students and Chinese students, administrators, curriculum planners and instructors, local higher education institutions and future possible researchers of the field. Fifthly, a more complete action plan will be proposed rather than only some suggestions or countermeasures to be taken to deal with problems and challenges in the early stage of development in terms of assimilation management of international student in these universities, which is different from the existing “full research” focusing on assimilation management from only three aspects including enrollment management, teaching management and service management. Therefore, the current study has been of significance for targeted universities, and it might be a reference for universities with similar situations in other provinces of China.

Objective of the Study

1. Identify problems and challenges encountered based on current practices of assimilation management of international students.

2. Figure out and propose an action plan of assimilation management of international students.

3. Realize the implications to educational management in this field.

Research Questions

1. What are the problems and challenges encountered along the practices of assimilation management of international students?

2. What action plan of assimilation management can be proposed?

3. What are the implications to educational management?

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A young boy named Mateo lived in the quiet neighborhood of Barangay Union on the lovely island of Siargao. His days were a lovely lull of waves caressing the shore, and palm trees swaying in the breeze. Mateo was incredibly curious in everything, from the enormous ocean to the tiny people living on the land.

Mateo's uncle, who works as a scientist, came to visit one bright morning. He brought a marvel that fascinated Mateo: a compound microscope! Mateo's eyes glistened with anticipation as he looked through the lens and saw the universe contained within a tiny droplet of seawater. He saw the delicate dance of plankton and the intricate patterns adorning tiny grains of sand.

The majesty of the microscope revealed itself when Mateo explored its possibilities more. He came to understand the enormous importance of those seemingly insignificant things; they were essential to preserving the vitality of the ocean and supporting its variety of living forms. His uncle explained that these kinds of microscopes were used by scientists all around the world to explore these minuscule worlds, deciphering the complex mechanisms of nature and contributing to the conservation of marine life.

Mateo became further fascinated. He began collecting little finds from the island, such as tiny shells, pieces of plant material, and tiny drops from streams, all of which were to be examined under the light of his microscope. He was filled with amazement upon discovering a treasure mine of marvels. He was in awe of the fine artistry of nature displayed in the delicate shapes of coral shards and the ethereal beauty of algae.

Moral Lesson:

Mateo's Microscope Adventure's moral lesson emphasizes the value of inquiry, scientific investigation, and realizing how intertwined even the tiniest components of nature are. Mateo's inquisitiveness, stimulated by the microscope, reveals the importance of minute details such as plankton and sand grains in maintaining the health of the ocean. It highlights how important it is to value even the smallest details of the environment and how science can help us comprehend the complexities of nature. In the end, the story inspires us to value and preserve nature, promoting inquiry and proactive involvement in environmental preservation.

As the stewards of learning environments, educational leaders hold the power to mold young minds, instilling them with values of empathy and good character. By turning the wheels of positive change, fostering inclusion, and illuminating the path of ethical behavior, educational leaders are indeed the true torchbearers of our collective future. It is their influence and guidance that empowers tomorrow's citizens to step forth into the world, armed with empathy and strong moral character, ready to uplift humanity and make a difference.

Educational leadership holds a pivotal role in coordination and adaptation of many dimensions shaping the future generations. The role of educational leaders spans beyond administrative work and towards nurturing empathy and character development of students, ultimately influencing their overall well-being and societal contribution. Educational leadership is a complex and multifaceted role that requires a deep understanding of the educational system, as well as the ability to adapt to changing circumstances. It is also important for educational leaders to be able to communicate effectively with all stakeholders in order to ensure that they are working towards common goals (Netolicky, 2020).

Empathy, defined as the ability to understand and share the feelings of others, and the facet of good character are salient traits educational leaders aim to instill in students. This two-fold role primarily involves creating a conducive educational environment apt for fostering empathy (Darling-Hammond & Oakes, 2020). Educational leaders promote such environments by encouraging open-mindedness, diversity, and collaboration among students. Educational leaders also play a crucial role in shaping the character of students. They do so by modeling good character traits, such as honesty, integrity, and respect. In addition to modeling these traits, educational leaders promote them through their actions and words. For example, they may encourage students to take responsibility for their actions and make amends when necessary.

Simultaneously, good character development can be garnered through instilling values such as respect, compassion, integrity, and resilience. The emphasis on character education is acknowledged as a fundamental role of schools, and in turn a responsibility of educational leaders (Berkowitz, 2020). It ensures the evolution of more responsible, ethical, and socially aware individuals who contribute positively to the society. Character education is a process that involves the development of moral and ethical values, as well as the ability to make responsible decisions. It is an important part of any school’s curriculum because it helps students develop into responsible citizens who can contribute positively to society. The emphasis on character education is acknowledged as a fundamental role of schools, and in turn a responsibility of educational leaders. It ensures the evolution of more responsible, ethical, and socially aware individuals who contribute positively to the society.

Absolutely, educational leadership also indirectly affects students' development of empathy and good character through the facilitation of teacher professional development. As Fullan (2020) posits, the leaders in schools lay the groundwork for continuous improvement by promoting teacher learning, which eventually positively impacts student learning outcomes and behaviors. This includes student exposure to models of empathy and good character.

Aside from creating conducive environments, educational leaders also draw attention to policies and practices that promote social justice and equality (Edwards, 2020). They generate reforms to ensure inclusive education, which serve to foster empathy as students are educated in diverse environments. It helps students understand and value the experiences and perspectives of others.

Furthermore, embedding character education in the curriculum provides students with opportunities to explore ethical theories and participate in activities that promote real-world application of these principles, such as service-learning projects (Seligman, Adler & Marwell, 2020). The role of educational leaders here is paramount as they influence curriculum development and the activities emphasized in the educational setting.

In essence, educational leaders hold the responsibility to cultivate an ecosystem conducive for the development of empathy and good character. Be it through creating inclusive environments, promoting teacher learning, or influencing curricular decisions, leaders in education have a tangible impact on the development of empathetic, ethical young individuals (Fullan, 2020). The role of educational leaders in fostering empathy and good character is not limited to the classroom. In fact, it extends beyond the school walls into the community at large. Educational leaders have a responsibility to promote social justice and equity by addressing issues such as poverty, racism and sexism.

In conclusion, educational leadership plays a paramount role in cultivating new generations of empathetic, ethical, and morally sound individuals. By empowering teachers, nurturing inclusive learning environments, and championing innovative curricular approaches, educational leaders sculpt the foundation for a more compassionate, responsible, and equitable society. As the architects of educational ecosystems, these leaders possess the unique capability to transform the trajectory of future generations, relentlessly working to create a world that is empathetic and ethical at its core. Through the tireless efforts of educational leaders, the promise of a brighter, more harmonious global community becomes a tangible reality for generations to come.

References

Berkowitz, M. (2020). Character education goes global. Phi Delta Kappan, 101(6), 56–61. https://doi.org/10.1177/0031721720910618

Darling-Hammond, L., & Oakes, J. (2020). Preparing teachers for deeper learning. Harvard Education Press.

Edwards, G. (2020). The relationship between school leadership, teacher job satisfaction and student achievement. Leadership and Policy in Schools, 19(1), 68-97. https://doi.org/10.1080/15700763.2018.1516633

Fullan, M. G. (2020). Leading in a Culture of Change. Wiley.

Netolicky, D. M. (2020). School leadership and the COVID-19 crisis: Navigating nudges and networks. Journal of Professional Capital and Community, 5(3/4), 391-397. https://doi.org/10.1108/JPCC-07-2020-0041

Seligman, M., Adler, A., & Marwell, S. (2020). Positive education. In J. F. Helliwell, R. Layard, J. Sachs, & A. De Neve (Eds.), World Happiness Report 2020. Sustainable Development Solutions Network.