Amidst the bustling hallways and vibrant classrooms, teachers stand as the linchpin of educational success, molding young minds and nurturing future leaders. Yet, beneath this noble pursuit lurks an insidious antagonist: burnout. This essay delves into the profound impact that teacher burnout has on the very essence of student learning, painting a nuanced picture of the cascading consequences on academic achievement and psychosocial development.

Teacher burnout is a multi-faceted psychological syndrome emerging from prolonged exposure to chronic workplace stress. The symptoms manifest as emotional exhaustion, wherein educators feel drained and overextended; depersonalization, leading to a detached and impersonal response toward students; and a diminished sense of personal accomplishment, seeding doubts about one's effectiveness and contribution. The prevalence of these symptoms can form an undercurrent that erodes the fabric of the educational environment, with direct implications for student engagement and learning outcomes.

The ripple effects of teacher burnout extend into the very atmosphere of the classroom, potentially leading to compromised instructional quality and weakened classroom management. A teacher's zest for teaching can wane, resulting in a less engaging and inspiring learning environment. This deterioration not only hampers the teachers' ability to deliver high-quality education but also stifles the sense of curiosity and eagerness to learn among students, who often take cues from their instructors' demeanor and approach to teaching.

The implications of teacher burnout stretch beyond the school walls, subtly undermining student academic performance. As educators grapple with their burnout, a diminished capacity for patience and creativity in lesson planning may emerge. Consequently, students can find difficulty in grasping complex concepts, leading to lower academic achievements. The pangs of burnout can also interfere with a teacher's ability to provide timely and constructive feedback, further obstructing students’ academic progress and the ability to thrive in a competitive educational landscape.

Students are not merely passive recipients of education; they are sensitive to the emotional climate of their classrooms. Teacher burnout can engender a sense of neglect, leading to increased student anxiety and disengagement. The struggle to maintain a supportive and nurturing environment may result in a domino effect, impairing students' sense of belonging and safety, which are pivotal for their academic persistence and success. The psychological toll of learning in a strained environment can have long-standing effects, potentially influencing students' attitudes towards education and their self-efficacy for years to come.

DOI 10.5281/zenodo.10612867

RubriTasaKa: Alternatibong Instrumento sa Pagtatasa ng Gawaing Pagganap sa Bagong Kadawyan

Lovelyn Onal-Barotas, Ph.D.

Bukidnon State University, Malaybalay City

lovelynbarotas@buksu.edu.ph

ABSTRAK

Layunin ng aksyong pananaliksik na ito na matukoy ang epekto ng RubriTasaKa sa gawaing pagganap ng mga mag-aaral sa ikapitong baitang ng Banisilan National High School, Poblacion I, Banisilan, Cotabato ngayong bagong normal. Binigyang pokus ng naturang pananaliksik ang paglalarawan sa mean iskor at kabuluhang kaibahan ng mean iskor ng pre-implementation at post-implementation sa gawaing pagganap, sa epekto ng RubriTasaKa sa perpormans, at persepsiyon ng mga kalahok sa paggamit ng RubriTasaKa sa gawaing pagganap. Ang pananaliksik ay napabilang sa Mixed Method— Explanatory Sequential Research Design. Sa pagpili ng 16 na mga kalahok ay gumamit ang mananaliksik ng purposive sampling. Ginamit naman ng mananaliksik ang mga estatistikang Mean Standard Deviation gamit ang Likert Scaling, T-test for dependent sample, Eta-squared analysis, at thematic-analysis. Bilang paglalahat lumabas sa pananaliksik na ang mean iskor ng post-implementation sa apat na mga gawaing pagganap ay bukod-tangi kaysa sa isinagawang pre-implementation na lubhang-kasiya-siya lamang. May kabuluhang kaibahan din sa pagitan ng mean iskor ng pre-implementation at post-implementation. Ipinakita namang may malaking epekto ang inobasyong RubriTasaKa sa perpormans ng mga kalahok sa paggamit nito sa gawaing pagganap. Nagkaroon din ng positibong persepyon ang mga kalahok sa inobasyong RubriTasaKa sa kanilang perpormans.

Mga Susing Salita: RubriTasaka; gawaing pagganap; pagtatas

Konteksto at Rasyonale

Mula sa mga moda ng distance learning na idinisenyo ng Kagawaran ng Edukasyon, kasalukuyang sinimulan na ang Blended Learning—pinagsamang modyular at Progressive Face-to-face classes sa Banisilan National High School. Itinuturing na isa sa mga kagamitang pampagkatuto at pampagtuturo sa paaralan ngayong bagong normal ay ang Self-Learning Modules (SLM) at Learning Activity Sheets (LAS). Hindi naging madali para sa mga mag-aaral ang ganitong pamamaraan ng edukasyon lalo na’t hindi sa lahat ng pagkakataon ay nariyan ang guro para ituro ang lahat ng mga nasa SLM at LAS.

Napansin ng mananaliksik na may mga gawaing pagganap sa SLM at LAS na hindi sinasagutan, at hindi angkop ang mga naging awtput. Isa sa posibleng dahilan kung bakit ang suliraning ito ay umusbong dahil sa walang kalakip na rubrik o pamantayan sa pagtatasa. Malaki ang maitutulong ng rubriks o pamantayan sa pagwawasto ng mga gawaing pagganap.

Ang rubrik ay kagamitang kapakipakinabang sa pagkuha ng marka na dumadagdag ng riyabiliti, baliditi at transparensi sa pagtatasa. Kadalasan ginagamit ito upang sukatin ang kakayahan ng mag-aaral sa mga gawaing pagganap. Ang isang magandang rubrik ay nakatutulong mapadali ang alinmang gawain sa lahat ng mga mag-aara. Dito natatasa ang kalidad ng awtput ng bata Panadero & Jonsson (2013).

Tunay na napakaimportante ng rubrik o pamantayan sa kahit alinmang gawaing pagganap upang ang makabuluhang pagkatuto at pag-unawa sa kung ano man ang gagawain ay maisakatuparan. Sa bagong normal, tunay na ang rubrik o pamantayan ay makatutulong sa koordinasyon ng pagtuturo at pagtatasa sa bawat bata.

Mga Tanong sa Pag-aaral

Ang mga sumusunod na katanungan ang sasagutin sa aksyong pananaliksik na ito:

1. Ano-ano ang mean iskor ng pre-implementation at post-implementation sa gawaing pagganap ng mga kalahok sa:

a. paggawa ng travelogue;

b. pakikipagpanayam;

c. pagsusuri; at

d. pagpapaliwanag?

2. May kabuluhang kaibahan ba ang mean iskor ng pre-implementation at post-implementation sa gawaing pagganap ng mga kalahok?

3. Ano ang epekto ng RubriTasaKa sa perpormans ng mga kalahok sa paggamit nito sa gawaing pagganap?

4. Ano-ano ang persepsiyon ng mga kalahok sa paggamit ng RubriTasaKa sa gawaing pagganap?

DOI 10.5281/zenodo.10613132

Navigating the Future: The Role of Educational Leadership in 21st-Century Learning

MELODY A. AMBAS

Head Teacher III

Talugtug District

In the fast-paced and ever-evolving landscape of education, the Philippines faces the challenge of preparing its youth for the demands of the 21st century. This essay explores the crucial role of educational leadership in navigating the future of learning in the Philippine context. As we delve into the dynamics of 21st-century education, we will examine the unique challenges and opportunities that the country encounters, and the transformative potential of effective leadership in shaping a progressive educational system.

The landscape of education in the Philippines is undergoing a profound transformation as the nation endeavors to prepare its citizens for the challenges and opportunities of the 21st century. In this era marked by rapid technological advancements, globalization, and changing workforce demands, the role of educational leadership becomes increasingly crucial. This essay explores how educational leaders in the Philippines can serve as navigators, guiding the way towards a future-oriented and effective 21st-century learning environment.

The Changing Landscape of Education in the Philippines

The 21st century has brought about a paradigm shift in education globally. With the rise of technology, globalization, and an emphasis on critical thinking and problem-solving skills, traditional education models are being redefined. It is essential to analyze how these global trends impact the Philippine educational landscape.

An overview of the current state of education in the Philippines will highlight both accomplishments and challenges. Examining the strengths and weaknesses of the system sets the stage for understanding the role of educational leadership in steering the course toward a more responsive and effective model.

The Visionary Educational Leader

Educational leadership in the 21st century goes beyond traditional administrative roles. Leaders must be visionaries who inspire change, promote innovation, and foster a culture of continuous improvement. This section explores the characteristics and skills required of educational leaders in the Philippines.

Effective leaders align their vision with the broader educational goals of the nation. This section delves into how educational leaders can contribute to and implement the goals set by the Department of Education, ensuring a cohesive and unified approach to educational advancement.

Educational leaders must instill a culture of lifelong learning, recognizing that education does not end in the classroom. This section discusses the importance of continuous professional development for educators and encourages a mindset of lifelong learning among students.

Embracing Technology in Education

The role of educational leadership extends to leveraging technology as a tool for improved teaching and learning outcomes. This section discusses strategies for integrating technology into the curriculum, addressing issues of access and ensuring equitable opportunities for all students.

Educational leaders play a pivotal role in ensuring that educators are equipped with the skills and knowledge needed to effectively use technology in the classroom. Professional development programs tailored to 21st-century teaching methods will be explored as a means of preparing educators for the challenges of the digital age.

Fostering a Culture of Innovation and Critical Thinking

Traditional rote memorization has been a hallmark of the Philippine education system. Educational leaders must champion a shift towards fostering critical thinking skills. This section explores strategies for promoting a culture of inquiry and problem-solving in classrooms.

Leadership extends to creating an environment that encourages collaboration and teamwork among students. By exploring the benefits of collaborative learning, this section highlights the role of educational leaders in shaping school cultures that promote peer-to-peer learning and problem-solving.

Overcoming Challenges and Building Sustainable Change

Educational leaders must confront the socioeconomic disparities that affect access to quality education. This section explores strategies for overcoming these challenges, such as community engagement, outreach programs, and policy advocacy.

Navigating the future requires educational leaders to institute reforms that are sustainable in the long run. This section discusses the importance of strategic planning, stakeholder engagement, and continuous evaluation in building a resilient and adaptive educational system.

Navigating the future of education in the Philippines requires confronting socioeconomic disparities. Educational leaders must actively work towards creating an inclusive education system that addresses the needs of learners from diverse backgrounds.

Educational leadership in the Philippines is pivotal for successfully navigating the challenges and opportunities of 21st-century learning. Visionary, collaborative, and technologically savvy leaders can guide the educational system towards a future where Filipino students are equipped with the skills and knowledge necessary to thrive in the dynamic landscape of the 21st century. As the nation looks forward, the role of educational leadership becomes not only a necessity but a driving force for progress, innovation, and inclusive education.

In conclusion, the role of educational leadership in navigating the future of 21st-century learning in the Philippines is paramount. By embracing visionary leadership, leveraging technology, fostering innovation, and addressing challenges head-on, educational leaders can play a transformative role in shaping an educational system that prepares Filipino students for the complexities of the modern world. As the nation strives for progress, effective leadership becomes the compass guiding the educational journey towards a future of knowledge, innovation, and inclusivity.

DOI 10.5281/zenodo.10627685

Cultivating a Culture of Learning: The Essential Role of Educational Leadership

MELODY A. AMBAS

Head Teacher III

Talugtug District

In the Philippines, the pursuit of educational excellence is intricately linked to the cultivation of a vibrant culture of learning. This essay explores the essential role of educational leadership in fostering such a culture, emphasizing the unique challenges and opportunities within the Philippine context. From understanding the historical foundations of education to addressing current issues, we delve into how effective leadership models can shape an environment where learning is not just a process but a way of life.

Historical Foundations of Philippine Education

The roots of Philippine education are embedded in centuries of colonial rule, shaping the early foundations of the educational system. The influence of Spanish and American colonizers left indelible imprints on the structure and content of education, shaping the cultural approach towards learning (San Juan, 2008).

Cultural perspectives on education and learning have been deeply ingrained in Filipino society. The importance placed on education as a means of upward mobility and personal development reflects the cultural values that underscore the significance of learning in the Filipino context (Cayaban, 2016).

Challenges and Opportunities in Philippine Education

Despite the historical reverence for education, the Philippine educational system faces a myriad of challenges. Overcrowded classrooms, insufficient resources, and disparities in access to quality education remain persistent issues (World Bank, 2019). Effective educational leadership is crucial in navigating these challenges and transforming them into opportunities for growth.

Educational leaders play a central role in addressing the challenges of the Philippine education system. By fostering a culture of learning, leaders can inspire meaningful change, advocate for resource allocation, and drive initiatives that promote equitable access to quality education.

Defining a Culture of Learning

A culture of learning extends beyond the formal classroom setting. It is characterized by an environment where curiosity is nurtured, critical thinking is encouraged, and continuous improvement is a shared goal (DuFour & Marzano, 2011). Educational leaders in the Philippines must actively cultivate these characteristics to create a dynamic learning culture.

A culture of learning has a profound impact on student development. Beyond academic achievement, it nurtures skills such as collaboration, creativity, and adaptability—attributes crucial for success in the 21st century (Trilling & Fadel, 2009). Educational leaders must prioritize the holistic development of students within this culture.

The Essential Role of Educational Leadership

Visionary leadership is a cornerstone in cultivating a culture of learning. Leaders with a clear and compelling vision for education can inspire stakeholders, align efforts towards shared goals, and drive the transformation of the educational landscape (Bass & Riggio, 2006).

Educational leaders must empower educators to be agents of change within the learning culture. Professional development opportunities, mentorship programs, and recognition of innovative teaching practices contribute to an environment where educators are motivated and empowered (Hargreaves & Fullan, 2012). Empowered educators, in turn, are key drivers of a thriving culture of learning.

Strategies for Cultivating a Culture of Learning

Innovation is a linchpin in creating a culture of learning. Educational leaders must encourage and support the integration of innovative teaching methods, technologies, and curricular approaches that engage students and enhance the learning experience (Fullan, 2013). A willingness to embrace change and foster a spirit of innovation is pivotal in cultivating a dynamic learning culture.

Collaborative decision-making involves all stakeholders, creating a sense of shared responsibility for educational outcomes. Leaders who foster collaborative processes build trust and commitment among educators, parents, and communities, contributing to a holistic learning culture (Harris & Spillane, 2008). The collaboration extends beyond the school walls to engage the broader community in the pursuit of learning excellence.

Overcoming Challenges and Sustaining a Learning Culture

Resource constraints often pose a challenge to cultivating a robust learning culture. Leaders must advocate for increased investment in education, allocate resources strategically, and explore innovative solutions to overcome limitations (Fullan, 2014). Resource optimization and strategic planning are imperative for building a sustainable culture of learning.

Educational leaders must embrace a culture of continuous evaluation and adaptation. Regular assessment of policies, practices, and outcomes allows for informed decision-making and the flexibility needed to respond to evolving educational needs (Senge et al., 2012). A commitment to ongoing improvement ensures the resilience and adaptability of the learning culture.

In conclusion, the cultivation of a culture of learning is paramount to the success of the Philippine education system. Effective educational leadership is the linchpin in this endeavor, navigating historical legacies, addressing current challenges, and envisioning a future where learning is transformative and continuous. By understanding the historical foundations, acknowledging current issues, and implementing visionary leadership strategies, educational leaders in the Philippines can pave the way for a vibrant culture of learning that empowers students, nurtures educators, and contributes to the nation's collective growth and progress. In the pursuit of educational excellence, the role of leadership in shaping a culture of learning is not just essential—it is transformative.

DOI 10.5281/zenodo.10627695

Transformative Leadership: Shaping Educational Environments for Student Success

MELODY A. AMBAS

Head Teacher III

Talugtug District

In the dynamic landscape of Philippine education, the concept of transformative leadership has emerged as a powerful force for positive change. This essay explores the multifaceted role of transformative leadership in shaping educational environments that foster student success. From understanding the unique challenges facing the Philippine education system to implementing strategic and inclusive initiatives, transformative leaders play a pivotal role in creating an educational landscape where every student has the opportunity to thrive.

In the Philippines, the pursuit of educational excellence stands as a cornerstone for national development. To propel the nation forward, transformative leadership in education plays a pivotal role in shaping environments that foster student success. This essay delves into the dynamic interplay between transformative leadership and the Philippine educational landscape, exploring how leaders can inspire positive change, foster inclusivity, and create a conducive learning environment to ensure the success of every student.

The Philippine Educational Landscape: Achievements and Challenges

To comprehend the context of transformative leadership in the Philippines, it is essential to examine the historical evolution of the education system. From the influences of colonial legacies to contemporary challenges, understanding the past provides insights into the present state of Philippine education.

This section delves into the challenges that Philippine education faces today, such as inadequate infrastructure, resource constraints, and disparities in access to quality education. Transformative leaders must first identify and understand these challenges to effectively address them and create an environment conducive to student success.

The Essence of Transformative Leadership

What sets transformative leadership apart from traditional leadership models? This section explores the core principles of transformative leadership, emphasizing the leader's role in inspiring and empowering stakeholders to achieve a collective vision of excellence in education.

Analyzing the qualities that characterize transformative leaders in the Philippine context is essential. This includes a commitment to equity, a focus on collaboration, a forward-looking vision, and the ability to navigate complex challenges with resilience and innovation.

Shaping Educational Environments for Student Success

Transformative leaders prioritize inclusivity in their leadership practices. This section discusses strategies for creating an inclusive educational environment that accommodates diverse learning styles, backgrounds, and needs, ensuring that no student is left behind.

To promote student success, transformative leaders must advocate for curriculum innovation that aligns with the needs of the 21st century. This includes a focus on critical thinking, creativity, and skills that prepare students for the challenges of a rapidly evolving global landscape.

Technology Integration for Enhanced Learning

In the digital age, transformative leaders in the Philippines must address the digital divide to ensure that all students have equal access to educational resources. Initiatives to bridge this gap and provide technological opportunities to students from all backgrounds will be explored.

This section examines how transformative leaders can strategically integrate educational technology (EdTech) to enhance student engagement and learning outcomes. From online resources to interactive platforms, EdTech can be a transformative tool when used thoughtfully.

Professional Development and Support for Educators

Transformative leadership extends to the professional development of educators. This section explores initiatives for continuous learning, mentorship programs, and support systems that empower teachers to excel in their roles, ultimately benefiting student success.

Leadership is not only about policies but also about fostering a positive school culture. Transformative leaders create environments where collaboration, innovation, and a shared commitment to student success thrive.

Transformative leadership extends to empowering educators through continuous professional development. This section discusses initiatives and support systems that enable teachers to stay abreast of educational innovations and best practices.

Overcoming Challenges and Navigating Policy Reforms

Transformative leaders must navigate resource constraints creatively. This section discusses strategies for optimizing existing resources, leveraging partnerships, and advocating for increased investment in education.

To truly transform the educational landscape, leaders must engage in advocacy for policy reforms. This involves navigating the intricacies of policy-making, collaborating with stakeholders, and championing changes that prioritize student success.

Transformative leaders navigate resource constraints by employing creative solutions. Strategies for optimizing existing resources, forging partnerships, and advocating for increased investments in education are crucial components of effective leadership.

To enact lasting change, transformative leaders engage in advocacy for policy reforms. This involves navigating the intricacies of policy-making, collaborating with stakeholders, and championing changes that prioritize student success.

In conclusion, transformative leadership is a beacon of hope in shaping educational environments for student educational and even personal success. By understanding the historical context, acknowledging current challenges, and implementing strategic initiatives, transformative leaders play a pivotal role in creating a future where every Filipino student has the opportunity to excel successfully. As the nation looks toward educational progress, the essence of transformative leadership becomes not just a model but a catalyst for positive change, ensuring that the youth of the Philippines are equipped with the skills and knowledge needed to thrive in an ever-evolving world.

DOI 10.5281/zenodo.10627697

Beyond the Classroom: A Comprehensive Exploration of Educational Leadership in Today's Schools

MELODY A. AMBAS

Head Teacher III

Talugtug District

In the rapidly evolving landscape of Philippine education, the role of educational leadership extends far beyond the confines of the classroom. This comprehensive essay explores the multifaceted dimensions of educational leadership in today's Philippine schools. By delving into historical foundations, current challenges, and emerging trends, we aim to provide a thorough examination of the diverse responsibilities and crucial impact of educational leaders. Throughout this exploration, we will draw upon relevant references and scholarly works to enrich our understanding of the complex role played by leaders in shaping the educational journey of students in the Philippines.

Historical Foundations of Educational Leadership in the Philippines

The historical roots of educational leadership in the Philippines are deeply intertwined with the legacies of Spanish and American colonization. These influences have left a lasting imprint on the structure and function of educational institutions, shaping early conceptions of leadership in the realm of education (San Juan, 2008). Understanding these historical foundations provides context for the contemporary challenges and opportunities faced by educational leaders.

Over the years, the educational leadership landscape in the Philippines has undergone significant transformations. From centralized models during colonial periods to the decentralization efforts of recent decades, the evolution of leadership models reflects the dynamic nature of the Philippine education system (Salazar, 2014). Examining this evolution provides insights into the contemporary role of educational leaders.

Current Challenges in Philippine Education

One of the persistent challenges facing educational leaders in the Philippines is the issue of overcrowded classrooms and limited resources. Despite efforts to address these concerns, many schools continue to grapple with inadequate infrastructure, hindering the delivery of quality education (World Bank, 2019).

Socioeconomic disparities remain a significant challenge in ensuring equitable access to education. Educational leaders must navigate the complexities of resource allocation, policy advocacy, and community engagement to address these disparities and create an inclusive learning environment (Fullan, 2016).

The digital era has brought both opportunities and challenges for Philippine schools. While educational technology can enhance learning experiences, a digital divide persists, with disparities in access to technology and online resources among students (UNESCO, 2020). Educational leaders are tasked with bridging this gap and promoting digital inclusion.

The Expansive Role of Educational Leadership

Educational leaders play a pivotal role in shaping the vision for their schools. Beyond focusing solely on academic achievement, visionary leaders consider the holistic development of students. This includes fostering critical thinking, creativity, and character development, aligning with broader societal needs (Bass & Riggio, 2006).

Effective educational leadership extends beyond the school walls to engage parents and the broader community. Collaboration with stakeholders enhances support for educational initiatives, strengthens ties between the school and the community, and contributes to a more comprehensive learning environment (Epstein, 2018).

Empowering educators through continuous professional development is a cornerstone of effective educational leadership. Leaders must invest in the growth and well-being of teachers, fostering a culture of collaboration, innovation, and continuous learning (Hargreaves & Fullan, 2012).

Inclusive education is a critical aspect of contemporary educational leadership. Leaders must champion policies and practices that ensure all students, regardless of background or abilities, have equal access to quality education. Inclusion encompasses addressing diverse learning styles, accommodating special needs, and promoting diversity (UNESCO, 2019).

Emerging Trends in Educational Leadership

The integration of educational technology (EdTech) is an emerging trend that has gained prominence, especially in response to the challenges posed by the COVID-19 pandemic. Educational leaders are increasingly leveraging digital tools to facilitate remote learning, enhance classroom experiences, and address the digital divide (Hodges et al., 2020).

Recognizing the importance of social and emotional well-being in student success, educational leaders are placing increased emphasis on social and emotional learning (SEL) initiatives. These programs aim to develop students' interpersonal skills, emotional intelligence, and resilience, contributing to their overall growth (CASEL, 2020).

In light of global environmental concerns, educational leaders are embracing sustainability initiatives within school settings. This includes promoting eco-friendly practices, integrating environmental education into the curriculum, and fostering a sense of environmental responsibility among students (UNESCO, 2021).

Navigating Educational Leadership Challenges: Strategies and Solutions

Addressing resource constraints requires strategic resource optimization and advocacy efforts. Educational leaders must collaborate with policymakers, engage in effective budgeting, and seek external support to ensure that schools have the necessary resources for quality education (Fullan, 2014).

Building strong partnerships with the community and stakeholders is essential for addressing socioeconomic disparities and fostering an inclusive learning environment. Educational leaders can initiate community outreach programs, involve parents in decision-making processes, and collaborate with local organizations to create a supportive ecosystem for education (Bryk et al., 2010).

To bridge the digital divide, educational leaders must implement strategic technology integration initiatives. This includes securing access to digital devices, providing internet connectivity, and training educators to effectively use technology for enhanced learning experiences (Zhao et al., 2020).

The Future of Educational Leadership in the Philippines

The future of educational leadership in the Philippines lies in visionary and transformative leadership models. Leaders must envision education as a dynamic force for positive societal change, embracing innovation, inclusivity, and sustainability (Leithwood et al., 2008).

Educational leaders must cultivate a culture of lifelong learning and adaptability among students and educators. This involves promoting a growth mindset, encouraging continuous professional development, and preparing students for a rapidly changing global landscape (Dweck, 2006).

Preparing students for global citizenship requires educational leaders to promote cultural competence and international perspectives. Leaders must foster an environment that values diversity, encourages intercultural understanding, and equips students with the skills to navigate a globalized world (Banks, 2008).

In conclusion, the role of educational leadership in today's Philippine schools is expansive, encompassing a diverse array of responsibilities that extend beyond traditional academic realms. Educational leaders navigate historical legacies, address current challenges, and anticipate emerging trends to shape a comprehensive learning environment. Drawing upon historical foundations, acknowledging current challenges, and embracing emerging trends, educational leaders become architects of transformative change. By incorporating strategies for resource optimization, community engagement, and technology integration, leaders pave the way for a future where education is not only accessible but also equitable, innovative, and inclusive. In the dynamic interplay of leadership and education, the evolving role of educational leaders in the Philippines is not just essential—it is instrumental in shaping the future of generations to come.

DOI 10.5281/zenodo.10627702

Innovative Leadership Models: Paving the Way for Educational Excellence

MELODY A. AMBAS

Head Teacher III

Talugtug District

In the ever-evolving landscape of education in the Philippines, the pursuit of excellence is intricately tied to leadership that embraces innovation. This essay delves into the significance of innovative leadership models in the Philippine context, exploring how these models pave the way for educational excellence. By examining successful examples, exploring key principles, and considering the challenges unique to the Philippine educational system, we will understand how innovative leadership serves as a catalyst for transformative change.

In the dynamic landscape of Philippine education, innovative leadership has emerged as a beacon of change, steering the course towards excellence. By analyzing successful models, exploring key principles, and considering the unique challenges faced by the Philippine education system, we uncover the transformative potential of innovative leadership.

The Philippine Educational Landscape: A Need for Innovation

To understand the need for innovative leadership, it is essential to delve into the historical context of Philippine education. The legacy of colonization and the subsequent efforts at educational reform have shaped the current landscape, underscoring the necessity for dynamic and forward-thinking leadership.

Despite progress, the Philippine education system faces persistent challenges such as overcrowded classrooms, outdated curricula, and limited access to quality education, especially in rural areas (UNESCO, 2016). These challenges underscore the urgency for innovative leadership models that can navigate complexities and drive meaningful change.

Innovative Leadership: Conceptual Framework

Innovative leadership in education involves a proactive approach to problem-solving, a commitment to continuous improvement, and a willingness to embrace change (Leithwood, Harris, & Hopkins, 2008). This section explores the conceptual framework of innovative leadership and its relevance in the Philippine educational context.

Examining the key principles that underpin innovative leadership provides a foundation for understanding its application. Principles such as fostering a culture of innovation, promoting collaboration, and leveraging technology are essential components of successful innovative leadership models.

Successful Models of Innovative Leadership in the Philippines

The Department of Education's (DepEd) K to 12 program is a noteworthy example of innovative leadership in the Philippine context. This program, implemented in 2013, introduced reforms such as adding two years to the basic education cycle, enhancing the curriculum, and aligning education with global standards (DepEd, 2013). The initiative aimed to produce graduates better equipped for higher education and employment, reflecting an innovative approach to addressing long-standing challenges.

The Ayala Foundation's Center of Excellence in Public Elementary Education (Centex) program exemplifies successful collaboration between the private sector and the government. Centex, implemented in partnership with the DepEd, focuses on providing quality education to economically disadvantaged children. The program incorporates innovative teaching methods, community engagement, and holistic support, showcasing the potential for public-private partnerships to drive educational excellence (Ayala Foundation, n.d.).

Principles of Innovative Leadership Application

Innovative leaders cultivate a culture that encourages experimentation, creativity, and adaptability (Bass & Riggio, 2006). This section discusses how fostering a culture of innovation can be applied in the Philippine educational context, highlighting the importance of encouraging educators and students to explore new ideas and approaches.

Collaboration is a cornerstone of innovative leadership, involving stakeholders in decision-making processes and valuing diverse perspectives (Fullan, 2014). In the Philippine setting, collaborative leadership is crucial for addressing the diverse needs of students and ensuring that solutions are inclusive and equitable.

Technology Integration for Enhanced Learning

Innovative leaders leverage technology to bridge educational gaps and provide equal opportunities for all students (Moore-Hayes, 2020). This section explores how technology integration can address the digital divide in the Philippine context, discussing initiatives to provide access to digital resources and enhance the learning experience.

Successful integration of educational technology requires thoughtful planning and implementation. This section examines best practices in EdTech initiatives, drawing insights from successful models and outlining steps for educational leaders in the Philippines to navigate the complexities of technology integration.

Overcoming Challenges and Ensuring Sustainability

Innovative leaders encounter resistance to change, and addressing this resistance is crucial for successful implementation (Fullan, 2016). This section explores strategies to overcome resistance in the Philippine educational context, emphasizing the importance of communication, collaboration, and showcasing tangible benefits.

Innovative leaders play a pivotal role in advocating for policy reforms that support educational excellence (Hargreaves & Fink, 2006). This section discusses how educational leaders in the Philippines can engage in policy advocacy to create an enabling environment for innovation and excellence.

In conclusion, innovative leadership models are instrumental in paving the way for educational excellence in the Philippines. By understanding the historical context, acknowledging current challenges, and embracing key principles, leaders can drive transformative change in the educational landscape. Successful models, such as the DepEd K to 12 program and private sector collaborations like Ayala Foundation's Centex, showcase the potential for innovative leadership to address longstanding issues and propel the nation towards educational excellence. As the Philippines continues its journey towards a brighter educational future, the role of innovative leaders becomes not only critical but also a beacon of hope for a generation of students poised for success in an increasingly complex and interconnected world.

DOI 10.5281/zenodo.10627704

Being a Servant Leader in the Field of Education in the Philippines

ROLAND Y. PEDRO

Head Teacher III

Talugtug District

In the dynamic landscape of education, the concept of servant leadership has gained significant prominence in recent years. It represents a paradigm shift in leadership philosophy, emphasizing the leader's role as a servant to others, rather than a traditional authority figure. In the Philippines, where education plays a pivotal role in shaping the nation's future, being a servant leader in the field of education is of paramount importance. This essay explores the essence of servant leadership and its application in the Philippine education system.

Understanding Servant Leadership

Servant leadership, as coined by Robert K. Greenleaf in 1970, is founded on the principle that leaders should prioritize the well-being and development of those they serve. It is characterized by humility, empathy, and a commitment to serving the needs of others. In the context of education, a servant leader in the Philippines seeks to create a nurturing and inclusive environment where both students and educators can thrive.

Putting Students First

In the field of education, servant leadership begins with a profound commitment to putting students first. This means focusing on their holistic development – not just academic success, but also their emotional, social, and ethical growth. A servant leader in a Philippine school considers each student as a unique individual with distinct needs, aspirations, and potentials. They actively engage with students, listen to their concerns, and support their growth, creating an atmosphere of trust and mutual respect.

Empowering Educators

Servant leadership extends to educators as well. A servant leader recognizes that teachers are instrumental in shaping the educational experience. In the Philippines, where educators often face challenges like limited resources and large class sizes, a servant leader provides the necessary support and resources for teachers to excel in their roles. This includes professional development opportunities, mentoring, and a collaborative work culture that fosters continuous improvement.

Creating Inclusive and Supportive Environments

In the diverse landscape of Philippine education, servant leaders work tirelessly to create inclusive and supportive learning environments. They champion diversity and inclusivity, ensuring that every student, regardless of their background or abilities, feels valued and welcomed. Servant leaders promote fairness, equity, and social justice, addressing disparities in access to quality education.

Listening and Feedback

One hallmark of servant leadership is the willingness to listen actively and seek feedback. A servant leader in the Philippine education sector values the opinions and perspectives of all stakeholders, including students, parents, teachers, and the broader community. They create mechanisms for open communication and constructive feedback, which can inform decision-making and policy formulation.

Community Engagement and Partnerships

Servant leaders recognize that education is not an isolated endeavor but a collaborative one. They actively engage with the community and forge partnerships with local organizations, businesses, and government agencies to enhance educational opportunities. In the Philippines, where community ties are strong, servant leaders leverage these connections to enrich the learning experience and address community-specific challenges.

Moral and Ethical Leadership

Philippine society places high value on moral and ethical principles. Servant leaders in education embody these values, serving as role models for students and educators alike. They uphold integrity, transparency, and accountability in their actions, fostering a culture of ethics within educational institutions.

Supporting Student Success Beyond Graduation

A servant leader in the Philippine education system goes beyond academic success and aims to prepare students for life beyond graduation. This includes instilling values, critical thinking skills, and a sense of responsibility to society. Servant leaders inspire students to become active, engaged citizens who contribute positively to their communities and the nation.

Challenges and Rewards

The educational landscape is often marked by limited resources, bureaucratic hurdles, and the need to navigate complex policies. However, the rewards are immense. Servant leaders have the opportunity to make a lasting impact on the lives of students, educators, and the nation as a whole. They contribute to the development of well-rounded individuals who are not only academically competent but also socially conscious and compassionate.

Servant leaders often encounter a unique set of challenges in their commitment to putting the needs of others before their own. One significant challenge is resistance or skepticism from those who may be accustomed to more traditional authoritarian leadership styles. Convincing individuals and organizations of the effectiveness of servant leadership principles can require patience and perseverance. Additionally, servant leaders may grapple with the delicate balance between serving others and making tough decisions that are in the best interest of the organization or community. This balancing act can be especially challenging in situations where conflicting needs arise. Moreover, the demand for consistent empathy and support for others can sometimes lead to emotional exhaustion or burnout, making self-care and resilience crucial for servant leaders. Despite these challenges, servant leaders often find that the rewards of fostering a more inclusive, collaborative, and compassionate environment far outweigh the difficulties they may encounter along the way.

Being a servant leader in the field of education in the Philippines is a noble and transformative endeavor. It embodies the principles of humility, empathy, and a deep commitment to serving the needs of students, educators, and the community. Servant leadership has the power to shape the future of the Philippines by nurturing a generation of empowered, ethical, and socially responsible citizens. As the Philippines continues to strive for educational excellence and inclusivity, servant leaders play a pivotal role in lighting the path toward a brighter educational future for all.

DOI 10.5281/zenodo.10627727

Creating a Positive Atmosphere in the Workplace

ROLAND Y. PEDRO

Head Teacher III

Talugtug District

The workplace atmosphere plays a pivotal role in shaping the learning environment, influencing not only educators but also students and the entire community. A positive workplace atmosphere is a vital component of effective education, fostering motivation, innovation, and overall well-being. In this essay, we will explore the multifaceted aspects of creating a positive atmosphere within the educational system of the Philippines.

Teacher Motivation and Well-being

A positive workplace atmosphere begins with the educators themselves. In the Philippines, teachers are the heart of the educational system, and their motivation and well-being directly impact the quality of education. Recognizing the tireless dedication and hard work of teachers through fair compensation, professional development opportunities, and support systems is essential. A well-supported teaching workforce is more likely to be motivated, passionate, and committed to nurturing the next generation.

Student Engagement and Learning

Students thrive in an environment where they feel valued, safe, and inspired. A positive workplace atmosphere fosters student engagement by promoting a culture of respect, inclusion, and open communication. When students witness educators and administrators working together harmoniously, it sets a positive example and encourages them to actively participate in their own learning. Furthermore, educators who feel supported and motivated are more likely to employ innovative teaching methods, making learning a more engaging and enriching experience for students.

Collaboration and Teamwork

Effective education is a collective effort. A positive workplace atmosphere encourages collaboration and teamwork among educators and administrators. In the Philippines, where community ties are strong, fostering a collaborative spirit is essential. Encouraging teachers to share best practices, collaborate on curriculum development, and work together to solve challenges enhances the overall quality of education. A sense of camaraderie among educators also promotes a harmonious learning environment, where everyone is working towards a common goal.

Inclusive Leadership and Decision-Making

Inclusive leadership within the educational system of the Philippines is crucial for creating a positive workplace atmosphere. Leaders who actively seek input from teachers, students, parents, and the community can make more informed decisions that reflect the diverse needs and perspectives of stakeholders. Inclusive decision-making fosters a sense of ownership and accountability among all participants, resulting in policies and practices that are more likely to be effective and sustainable.

Embracing Diversity and Inclusion

Diversity is a hallmark of the Philippines, and the educational system should reflect this rich tapestry of cultures, languages, and backgrounds. A positive workplace atmosphere celebrates diversity and promotes inclusion. This includes providing opportunities for cultural exchange, language preservation, and the recognition of indigenous knowledge. Embracing diversity not only enriches the educational experience but also prepares students to thrive in a globalized world.

Professional Development and Growth

Creating a positive workplace atmosphere involves investing in the professional development and growth of educators. The Philippines should prioritize continuous learning and skill development for teachers and administrators alike. Offering relevant training programs, workshops, and opportunities for career advancement ensures that educators stay current with best practices and innovative teaching methods, ultimately benefiting students.

Supporting Work-Life Balance

A positive workplace atmosphere acknowledges the importance of work-life balance for educators. In the Philippines, where educators often face heavy workloads and demanding schedules, providing mechanisms for stress management, mental health support, and flexible work arrangements is crucial. When educators have a healthy work-life balance, they are more effective in the classroom and better equipped to support students.

Parent and Community Engagement

The involvement of parents and the community is an integral part of the Philippine educational system. A positive workplace atmosphere encourages active parent and community engagement. Educators and administrators should create opportunities for meaningful partnerships, open dialogues, and collaborative initiatives. When parents and the community feel valued and included, they become essential allies in promoting student success.

Recognizing and Celebrating Achievements

Acknowledging and celebrating achievements within the educational system of the Philippines is a powerful way to create a positive workplace atmosphere. Recognizing the dedication of educators, the accomplishments of students, and the contributions of staff members fosters a sense of pride and motivation. Celebrations can take various forms, from awards and ceremonies to small, everyday acknowledgments of hard work and dedication.

Adapting to Changing Needs

Finally, a positive workplace atmosphere is flexible and adaptable. The educational system in the Philippines should be open to change and innovation, ready to address evolving needs and challenges. By staying responsive to the changing demands of education, leaders can maintain a positive atmosphere that empowers educators and enhances the learning experience for students.

In conclusion, creating a positive atmosphere in the workplace is essential for fostering a thriving learning environment. It begins with supporting and motivating educators, extends to promoting student engagement and learning, and encompasses collaboration, diversity, and inclusion. Inclusive leadership, professional development, work-life balance, and community engagement are vital components. Recognizing and celebrating achievements, along with the willingness to adapt to changing needs, complete the framework for a positive workplace atmosphere that not only benefits educators and administrators but ultimately enhances the quality of education for all students in the Philippines.

DOI 10.5281/zenodo.10627731

Understanding Servant Leadership

Putting Students First

Empowering Educators

Creating Inclusive and Supportive Environments

Listening and Feedback

Community Engagement and Partnerships

Moral and Ethical Leadership

Supporting Student Success Beyond Graduation

Challenges and Rewards

DOI 10.5281/zenodo.10627727

Enhancing the Leadership Skills of Educational Leaders in the Philippines: Meeting the Urgent Needs

ROLAND Y. PEDRO

Head Teacher III

Talugtug District

Educational leaders serve as the backbone of a nation's educational system, playing a pivotal role in shaping the quality of education and, consequently, the overall development of a country. In the Philippines, a nation with a diverse and dynamic education landscape, the importance of enhancing the leadership skills of these individuals cannot be overstated. These educational leaders are not merely administrators but rather the driving force behind inspiring teachers, guiding students, and navigating the complexities of an ever-evolving education system. In this essay, we delve into the pressing needs for enhancing the leadership skills of educational leaders in the Philippines, a nation standing at the crossroads of educational reform and progress.

Adapting to Changing Educational Landscapes:

The Philippines' education system is currently undergoing significant transformations, including curriculum revisions, shifts in pedagogical approaches, and the integration of technology into the classroom. As such, it is paramount that educational leaders possess the skills and competencies to effectively navigate these changes and lead their institutions through these transitions. They must be prepared to steer their schools through uncharted waters and ensure that both teachers and students are well-equipped to thrive in this evolving educational landscape.

Fostering Student-Centered Approaches:

Modern education places a strong emphasis on student-centered learning. It is imperative that educational leaders not only comprehend but also champion pedagogical approaches that prioritize student engagement, critical thinking, and creativity. They must create learning environments that empower students to take an active role in their education, promoting self-directed learning and innovation.

Promoting Inclusivity and Equity:

In a country as diverse as the Philippines, characterized by a rich tapestry of cultural, economic, and social backgrounds, educational leaders must possess the skills necessary to create inclusive and equitable learning environments. This entails addressing disparities in access to education and ensuring that every student, regardless of their background, has equitable access to a high-quality education.

Harnessing Technology:

The digital age has ushered in a technological revolution in education. Educational leaders must be technologically literate and adept at leveraging technology for efficient administration, innovative teaching methods, and improved communication with stakeholders. The effective integration of technology into the educational process is key to preparing students for the demands of the 21st century.

Building Collaborative Partnerships:

Successful educational leadership goes beyond the confines of the school walls. It involves forging strong partnerships with teachers, parents, local communities, and government agencies. Leaders must collaborate effectively with these stakeholders to achieve shared educational goals, thereby fostering a sense of collective responsibility for the quality of education.

Data-Driven Decision-Making:

In today's data-driven world, educational leaders must be able to analyze data to make informed decisions. This entails interpreting academic performance metrics, identifying areas in need of improvement, and implementing evidence-based strategies to drive positive change.

Nurturing Teacher Development:

A fundamental responsibility of educational leaders is the nurturing and support of teacher professional growth. This requires skills in mentorship, coaching, and the creation of a conducive environment for continuous learning. By investing in the professional development of teachers, educational leaders indirectly contribute to improved student outcomes.

Financial Management:

Efficiently managing educational resources is essential to ensure that funds are optimally utilized to benefit students and teachers. Educational leaders should possess the financial acumen to allocate budgets effectively, making strategic decisions that prioritize educational excellence.

Visionary Leadership:

Leaders should have a clear and inspiring vision for their institutions. Articulating this vision to all stakeholders and motivating them to work collectively toward common goals is essential for sustained progress and development.

Effective Communication:

Communication skills are crucial for educational leaders to convey their vision, expectations, and policies clearly to teachers, students, parents, and the community. Effective communication fosters transparency and trust, key elements in building a successful educational community.

Addressing these critical needs necessitates the implementation of comprehensive professional development programs tailored to educational leadership in the Philippines. These initiatives should focus on equipping leaders with the skills mentioned above while offering opportunities for hands-on experience, networking, and mentorship. Moreover, they should encourage reflective practice, allowing educational leaders to continually evaluate their strategies and refine their approach based on feedback and outcomes.

Government agencies, educational institutions, and non-governmental organizations must collaborate to develop these comprehensive leadership development programs. These programs can be offered through workshops, seminars, online courses, and on-the-job training, catering to the diverse needs and preferences of educational leaders. Furthermore, creating a platform for educational leaders to share best practices and experiences can foster a culture of continuous improvement, where the collective wisdom of the educational community is harnessed for the betterment of the entire system.

In conclusion, the Philippines stands at a crucial juncture in its education system's evolution, and the need to enhance the leadership skills of those at the helm is undeniable. By bolstering the capabilities of educational leaders, the nation can ensure that its education system not only keeps pace with global advancements but also effectively addresses local challenges. Through targeted professional development initiatives, the Philippines can cultivate a generation of educational leaders who are well-equipped to inspire change, drive innovation, and foster positive educational outcomes for all. In doing so, the Philippines can truly empower its future generations and lay the foundation for a prosperous and enlightened society.

DOI 10.5281/zenodo.10628161

Strengthening the Child Protection Policy as an Educational Leader

ROLAND Y. PEDRO

Head Teacher III

Talugtug District

Educational leaders serve as the backbone of a nation's educational system, playing a pivotal role in shaping the quality of education and, consequently, the overall development of a country. In the PhilipAs an educational leader, the responsibility of safeguarding the well-being and rights of students is paramount. This duty extends beyond academics; it encompasses creating a safe and nurturing environment in which students can thrive emotionally, physically, and psychologically. Central to this mission is the Child Protection Policy (CPP), a framework designed to prevent and address issues related to child abuse, exploitation, and neglect. In this essay, we delve into the imperative of strengthening the CPP within the Philippine educational context and explore the pivotal role that educational leaders play in ensuring its effectiveness.

Understanding the Significance of Child Protection

Child protection is not merely a legal requirement; it is a moral and ethical imperative. In the Philippines, where the protection of children's rights is enshrined in law and culture, educational leaders must recognize that a safe learning environment is a fundamental prerequisite for quality education. It is through such an environment that students can fully engage in their academic pursuits and personal development.

The Legal Framework for Child Protection

The Philippines has a comprehensive legal framework for child protection, including the Anti-Child Abuse Law (Republic Act No. 7610) and the Special Protection of Children Against Child Abuse, Exploitation, and Discrimination Act (Republic Act No. 9231). These laws outline the rights of children and the corresponding responsibilities of institutions and individuals, including educational leaders, in protecting those rights.

Strengthening Policies and Procedures

Educational leaders should work collaboratively with school administrators, teachers, staff, parents, and relevant stakeholders to continually strengthen the CPP. This involves developing, implementing, and regularly updating child protection policies and procedures that align with national laws and international conventions, such as the United Nations Convention on the Rights of the Child (UNCRC).

Awareness and Training

Educational leaders must ensure that all stakeholders are well-informed about the CPP. This includes conducting awareness campaigns and providing comprehensive training for school personnel on recognizing, preventing, and responding to child abuse and neglect. Training programs should extend to students, parents, and the broader community to foster a collective commitment to child protection.

Creating a Culture of Vigilance

Educational leaders play a pivotal role in creating a culture of vigilance within the school community. This involves fostering an environment where students feel safe reporting concerns or incidents without fear of reprisal. An open and supportive reporting mechanism should be established, with clear procedures for handling cases of abuse or neglect.

Multidisciplinary Approach

Child protection is not the sole responsibility of educators but a collaborative effort that requires the involvement of various professionals and agencies. Educational leaders should collaborate with law enforcement, child welfare agencies, healthcare providers, and legal experts to ensure a coordinated and comprehensive approach to child protection.

Nurturing the Well-being of Students

Educational leaders must prioritize the overall well-being of students, recognizing that their emotional and psychological health is as crucial as their academic progress. Schools should offer counseling services, establish anti-bullying programs, and promote mental health awareness to support the emotional needs of students.

Balancing Discipline and Support

Educational leaders must strike a balance between discipline and support. While maintaining a firm stance against misconduct, it is equally important to provide guidance, counseling, and rehabilitation opportunities to students who exhibit behavioral issues. The goal is not punitive but corrective, emphasizing the welfare and development of the child.

Continuous Monitoring and Evaluation

Strengthening the CPP is an ongoing process. Educational leaders should implement mechanisms for continuous monitoring and evaluation to assess the effectiveness of child protection policies and practices. Regular reviews should lead to improvements and adjustments as needed.

Transparency and Accountability

Transparency and accountability are cornerstones of an effective CPP. Educational leaders should ensure that all stakeholders are aware of the policies and procedures in place, and that they are consistently enforced. Creating a culture of accountability reinforces the commitment to child protection.

Engaging with Parents and Guardians

Educational leaders should actively engage with parents and guardians to create a united front in child protection efforts. Regular meetings, workshops, and open communication channels help parents understand their role in supporting child protection within and beyond the school environment.

Advocacy and Community Outreach

Beyond the school gates, educational leaders can leverage their positions to advocate for child protection on a broader scale. This includes engaging with local authorities, participating in community-based initiatives, and promoting awareness of child protection issues.

In conclusion, educational leaders in the Philippines shoulder the responsibility of strengthening the Child Protection Policy as a fundamental component of providing quality education. Child protection goes hand in hand with academic achievement, as students can only thrive when they are safe and secure. By understanding the significance of child protection, staying abreast of legal frameworks, and taking proactive steps to create a culture of vigilance and support, educational leaders can ensure that their schools are not only centers of learning but also sanctuaries of safety for all students. Strengthening the CPP is not a choice; it is an ethical and moral obligation that has far-reaching implications for the future of the nation and its children.

DOI 10.5281/zenodo.10628171

pines, a nation with a diverse and dynamic education landscape, the importance of enhancing the leadership skills of these individuals cannot be overstated. These educational leaders are not merely administrators but rather the driving force behind inspiring teachers, guiding students, and navigating the complexities of an ever-evolving education system. In this essay, we delve into the pressing needs for enhancing the leadership skills of educational leaders in the Philippines, a nation standing at the crossroads of educational reform and progress.

Adapting to Changing Educational Landscapes:

Fostering Student-Centered Approaches:

Promoting Inclusivity and Equity:

Harnessing Technology:

Building Collaborative Partnerships:

Data-Driven Decision-Making:

Nurturing Teacher Development:

Financial Management:

Visionary Leadership:

Effective Communication:

DOI 10.5281/zenodo.10628161

Setting Realistic Educational Goals as an Educational Leader in the Philippines

ROLAND Y. PEDRO

Head Teacher III

Talugtug District

Educational leaders in the Philippines bear the immense responsibility of shaping the future of the nation by guiding educational institutions, inspiring teachers, and nurturing students. Within this complex and ever-evolving educational landscape, the act of setting realistic educational goals takes on paramount significance. These goals serve as guiding lights, illuminating the path toward tangible improvements in the quality of education across the country. This essay delves deep into the importance of setting realistic educational goals and the profound impact it has on the Philippines' educational system.

I. Aligning with National Policies:

At the core of educational leadership in the Philippines is the necessity to align institutional goals with national educational policies and priorities. By harmonizing these goals with the directives of the Department of Education (DepEd), educational leaders contribute to a cohesive and unified approach to education across the nation. This alignment ensures that institutions are working in tandem with the broader vision of the Philippines' educational system.

II. Improving Student Outcomes:

Realistic educational goals are fundamentally designed to enhance student learning outcomes. Educational leaders must define specific and measurable objectives aimed at raising academic achievement levels, fostering critical thinking skills, and promoting holistic student development. These goals are the driving force behind creating educational environments where students can thrive and realize their full potential.

III. Addressing Local Needs:

The Philippines is a culturally diverse nation with varying educational needs across its regions. Effective educational leaders set goals that are attuned to the specific challenges and leverage the unique strengths of their local contexts. This tailoring of strategies ensures that educational goals remain relevant and inclusive, reflecting the rich tapestry of Philippine society.

IV. Enhancing Teacher Development:

One of the cornerstones of effective educational leadership is nurturing the growth of teachers. Realistic goals encompass providing professional development opportunities, mentorship programs, and creating a supportive environment that empowers educators to excel in their roles. A commitment to teacher development directly translates to improved student outcomes.

V. Embracing Technology:

In the modern era, education is intricately intertwined with technology. Therefore, setting goals to integrate technology into teaching, administration, and communication is imperative. These goals equip students with the digital skills and competencies necessary to thrive in the digital age and prepare them for future challenges.

VI. Inclusivity and Equity:

Leaders must set goals aimed at ensuring access to quality education for all, irrespective of socio-economic status, gender, or ability. Realistic goals encompass strategies to close achievement gaps and promote social equity, thus fulfilling the promise of education as a great equalizer.

VII. Parent and Community Engagement:

Setting goals that actively involve parents and the community fosters a collaborative approach to education. Educational leaders must establish platforms for meaningful engagement and partnership, recognizing the collective responsibility for student success. Engaging stakeholders in the educational journey strengthens the bonds between schools and their communities.

VIII. Infrastructure and Resources:

Adequate infrastructure and resources are foundational for effective education. Therefore, educational leaders should set goals that prioritize improving facilities, enhancing access to learning materials, and modernizing educational environments. A well-equipped learning environment is essential for fostering excellence.

IX. Continuous Assessment and Improvement:

Realistic educational goals necessitate a commitment to continuous assessment and improvement. Leaders should establish mechanisms for collecting and analyzing data to gauge progress and outcomes. This data-driven approach allows for the refinement of strategies and the ability to adapt to evolving circumstances while maintaining the realism and relevance of the goals.

X. Visionary Leadership:

Leaders should set long-term visionary goals that inspire stakeholders and provide a clear direction for their institutions. These visionary goals serve as the guiding North Star, motivating everyone involved to work collectively toward a shared vision of educational excellence.

The process of setting realistic educational goals requires a systematic and deliberate approach. Leaders should initiate this process by conducting a comprehensive assessment of their institution's strengths, weaknesses, opportunities, and threats (SWOT analysis). Based on this analysis, they can identify areas for improvement and develop specific, measurable, achievable, relevant, and time-bound (SMART) goals.

Collaboration emerges as a central tenet of effective goal setting. Leaders should actively involve teachers, students, parents, and community members in the goal-setting process. Their input ensures that the goals are well-rounded, reflective of the aspirations and needs of all stakeholders, and fosters a sense of ownership and commitment to their achievement.

The monitoring and evaluation of progress constitute integral aspects of goal achievement. Regular assessments enable leaders to identify successes, challenges, and areas needing adjustment. Flexibility is key; leaders must be prepared to modify goals based on evolving circumstances while ensuring that these goals retain their realism and relevance.

In conclusion, setting realistic educational goals stands as a fundamental and defining aspect of effective educational leadership in the Philippines. By aligning institutional goals with national policies, enhancing student outcomes, addressing local needs, promoting equity, and embracing technology, educational leaders can catalyze positive change within their institutions and the broader educational landscape. These goals not only provide a roadmap for growth but also ensure that education remains responsive, relevant, and transformative in an ever-evolving world.

Through visionary leadership, collaboration, and a commitment to continuous assessment, educational leaders can shape a brighter future for the Philippines' learners, contributing significantly to the nation's overall development. As the guardians of education's flame, these leaders hold the power to ignite the spark of knowledge and innovation, ultimately illuminating the path toward educational excellence for generations to come.

DOI 10.5281/zenodo.10628185

Bringing Opportunities and a Brighter Future to Out-of-School Youth and Adults through the Alternative Learning System

CHARISE DS. DE GUZMAN

Teacher III

Talugtug District

Education is often hailed as the key to unlocking opportunities and achieving a brighter future. Yet, for many out-of-school youth and adults in the Philippines, the path to formal education is marred by obstacles. The Alternative Learning System (ALS) emerges as a beacon of hope, offering a lifeline to those who have been left behind by the traditional education system. In this essay, we delve into the transformative potential of ALS, examining how it brings opportunities and a brighter future to out-of-school youth and adults.

Reaching the Unreached

One of the most remarkable aspects of ALS is its ability to reach individuals whom the traditional school system couldn't. It extends its reach to remote and underserved areas, making education accessible to those who would otherwise be left without opportunities. In rural communities, where formal schools may be distant or scarce, ALS sets up community-based learning centers, radio-based instruction, and mobile learning platforms. By doing so, it ensures that geography is not a barrier to education.

Flexible Learning Paths

ALS understands that one size does not fit all. It acknowledges the diverse needs, circumstances, and constraints of out-of-school youth and adults. Many of these individuals have family responsibilities, often becoming breadwinners at an early age, which makes attending a traditional school challenging. ALS offers flexible learning paths that allow learners to balance their education with their life responsibilities. This adaptability empowers individuals to acquire knowledge and skills while still meeting their immediate needs, laying the foundation for a brighter future.

Personalized Learning

ALS recognizes that each learner progresses at their own pace. For out-of-school youth and adults who may have knowledge gaps or limited prior formal education, this personalized approach is invaluable. Whether it's improving literacy, learning numeracy skills, or pursuing higher education, ALS tailors its programs to cater to the specific needs of each learner. This approach ensures that individuals don't feel left behind or discouraged by the pace of learning, boosting their confidence and motivation.

Empowerment Through Literacy

At the heart of ALS is its commitment to empowering individuals through literacy. Illiteracy is a formidable barrier to personal and economic development. By equipping learners with basic reading and writing skills, ALS not only fosters personal growth but also enhances employability. This is particularly crucial for adults who missed the opportunity to acquire these foundational skills during their youth. With literacy, doors to a brighter future open wide.

Success Stories that Inspire

Throughout the Philippines, there are numerous success stories that exemplify the transformative power of ALS. Consider the story of Maria, a single mother of two who struggled to make ends meet as a street vendor. ALS not only provided her with literacy skills but also offered entrepreneurial training. Today, Maria runs a small business, earning a stable income to support her family and provide her children with better educational opportunities. These stories illustrate that ALS is not just about learning; it's about empowerment and breaking the cycle of poverty.

A Collaborative Effort

The success of ALS in bringing opportunities and a brighter future to out-of-school youth and adults is not the result of a singular effort. It is a testament to the power of collaboration. Government agencies, non-governmental organizations, educators, and communities come together to make ALS a reality. These partnerships help expand ALS programs, improve their quality, and ensure that the marginalized and disadvantaged have a fair chance at education.

The Way Forward

As ALS continues to change lives and bring hope to out-of-school youth and adults, there are prospects for further growth and impact. Embracing technology can enhance the accessibility of ALS, especially in a world increasingly reliant on digital resources. Measuring the impact of ALS on individuals' lives, such as employment outcomes and income levels, can provide valuable insights into its effectiveness. Moreover, community involvement should remain central to ALS, as local support networks play a pivotal role in encouraging learners to persist in their educational journeys.

In conclusion, the Alternative Learning System (ALS) in the Philippines is not just a program; it is a lifeline. It brings opportunities and a brighter future to out-of-school youth and adults who have long been excluded from the formal education system. ALS's ability to reach the unreached, offer flexible learning paths, and personalize education has the power to transform lives. As ALS continues to grow and adapt, it underscores the principle that education is a fundamental right, and it can be the catalyst for a brighter future for all, regardless of age or circumstance. ALS is not just a ray of hope; it's a beacon of empowerment, lighting the way to a more inclusive and prosperous society.

DOI 10.5281/zenodo.10628315

Creating Opportunities for Out-of-School Youth and Adults in the Philippines through the Alternative Learning System

CHARISE DS. DE GUZMAN

Teacher III

Talugtug District

Education is a fundamental human right and a potent catalyst for personal growth and societal development. However, in the Philippines, as in many other countries, a substantial number of youth and adults find themselves deprived of formal education due to various constraints. The Alternative Learning System (ALS), an initiative of the Department of Education, has emerged as a beacon of hope for out-of-school youth and adults, creating opportunities that transcend traditional barriers and pave the way for a brighter future. This essay explores the transformative impact of the ALS in creating educational opportunities for these marginalized individuals.

The Philippines grapples with significant challenges in providing education to all segments of its population, particularly those residing in remote areas or struggling with economic hardships. The ALS addresses this issue head-on by offering a flexible and accessible approach to education. This adaptability is a game-changer for out-of-school youth and adults, many of whom face complex life circumstances, such as the need to work to support their families or geographical constraints that prevent them from attending traditional schools.

Central to the success of the ALS is its tailored approach to learning. Unlike traditional classroom settings, where a one-size-fits-all approach prevails, the ALS recognizes that learners come from diverse backgrounds and possess unique learning needs. The program's modular structure allows learners to progress at their own pace, ensuring a comprehensive understanding of the material. This personalized learning journey not only boosts their confidence but also cultivates a deeper connection to the subjects being studied.

An essential feature of the ALS is its focus on recognizing prior learning experiences. Many out-of-school youth and adults possess valuable skills and knowledge acquired through life experiences, but these may not have been formally acknowledged. ALS addresses this by evaluating and crediting their prior learning, bridging the gap between informal and formal education. This recognition not only accelerates their learning but also empowers learners by validating their capabilities.

The ALS's impact extends beyond academic achievements. It is a conduit for social transformation and empowerment. By equipping out-of-school youth and adults with education, the program empowers them to be informed citizens, capable of making informed decisions that contribute to their personal growth and the development of their communities. This empowerment is instrumental in breaking the cycle of poverty and enabling individuals to play active roles in their own development.

Moreover, the ALS enhances employability prospects for its learners. By providing education equivalent to formal schooling, the program equips participants with the skills and knowledge that align with the demands of the job market. As a result, out-of-school youth and adults who complete the ALS are better positioned to secure better job opportunities, enabling them to uplift their economic circumstances and contribute to their families' well-being.

A testament to the ALS's success is its reach. It extends its educational opportunities to the most vulnerable and marginalized segments of society, including those with disabilities and members of indigenous communities. This inclusivity underscores the program's commitment to leaving no one behind, fostering a culture of equitable access to education.

The ALS also embodies the power of community engagement. Many ALS learning centers are established within communities, creating a supportive environment for learning. This not only fosters a sense of belonging but also encourages learners to interact and collaborate, enhancing their social skills and sense of community responsibility.

In conclusion, the Alternative Learning System (ALS) of the Department of Education in the Philippines is a vital force in creating educational opportunities for out-of-school youth and adults. Its flexible approach, recognition of prior learning, empowerment, and focus on employability collectively contribute to a comprehensive strategy for lifting marginalized individuals out of educational deprivation. By embracing diversity, promoting inclusivity, and fostering community engagement, the ALS stands as a beacon of hope, illustrating the transformative power of education in creating opportunities and driving positive change. As the program continues to evolve, it cements its role as a cornerstone of educational equity and social progress in the Philippines.

DOI 10.5281/zenodo.10628330

Dealing with the Educational Needs of Out-of-School Youth and Adults in the Philippines: The Benefits of the Alternative Learning System

CHARISE DS. DE GUZMAN

Teacher III

Talugtug District

Education is the cornerstone of personal and societal development, enabling individuals to reach their full potential and contribute meaningfully to their communities. However, in many countries, including the Philippines, a significant number of youth and adults find themselves out of the formal education system, often due to socioeconomic challenges, family responsibilities, or other factors. Addressing the educational needs of out-of-school youth and adults is crucial for ensuring inclusive and equitable education for all. The Philippines' Department of Education has implemented an Alternative Learning System (ALS) to tackle this issue, offering a flexible and tailored approach to education that brings numerous benefits to both learners and society.

The Philippines faces the daunting challenge of a high number of out-of-school youth and adults, many of whom have been marginalized due to poverty or geographical remoteness. This issue is further compounded by the lack of access to formal education facilities in some regions. The ALS, introduced by the Department of Education, is designed to provide a second chance at education for these marginalized individuals. It offers a flexible learning path that accommodates learners' schedules and needs, whether they are working, caring for their families, or facing other life circumstances.

One of the key benefits of the ALS is its inclusivity. It reaches a diverse group of learners, ranging from street vendors and farmers to single parents and individuals with disabilities. The program's flexibility is a lifeline for those who cannot fit into the rigid structures of traditional education. ALS modules are designed to be self-paced, allowing learners to progress at their own speed, ensuring that they grasp concepts thoroughly before moving forward. This individualized approach not only boosts their confidence but also enhances their understanding and retention of the material.

Moreover, the ALS acknowledges the importance of recognizing prior learning. Many out-of-school youth and adults possess valuable life experiences and skills that can be acknowledged as part of their education journey. Through the Recognition of Prior Learning (RPL) component of ALS, these skills are assessed and incorporated into the learning process, making education more relevant and engaging for learners. This not only accelerates their progress but also validates their existing knowledge, fostering a sense of dignity and self-worth.

The ALS also plays a significant role in improving the employability of out-of-school youth and adults. By providing them with a formal education equivalent, the program enhances their chances of securing better job opportunities. Many employers recognize the dedication and self-motivation required to complete the ALS program, which are qualities that are highly valued in the workforce. As ALS learners gain knowledge and skills that are relevant to their local contexts, they become better equipped to contribute to their communities' development and economic growth.

Furthermore, the ALS contributes to breaking the cycle of poverty. When out-of-school youth and adults are empowered through education, they become agents of change within their families. Educated parents are more likely to prioritize their children's education, creating a positive intergenerational impact. This ripple effect not only strengthens families but also uplifts entire communities, fostering a culture of learning and progress.

The ALS's impact goes beyond academic learning. It instills a sense of empowerment and agency among learners. Many out-of-school youth and adults may have faced societal stigmatization due to their educational status. However, the ALS program demonstrates that education is a lifelong journey, regardless of age or circumstances. This shift in perspective can be transformative, boosting learners' self-esteem and encouraging them to become active participants in their own development.

In conclusion, the Alternative Learning System (ALS) of the Department of Education in the Philippines stands as a beacon of hope for out-of-school youth and adults. By addressing the diverse educational needs of marginalized individuals, the program offers an inclusive, flexible, and tailored approach to learning. The ALS's emphasis on individual pacing, recognition of prior learning, and relevance to local contexts contributes to its effectiveness in improving learners' lives. From enhancing employability and breaking the cycle of poverty to fostering empowerment and societal transformation, the ALS plays a pivotal role in reshaping the educational landscape of the Philippines. As the program continues to evolve and expand its reach, it exemplifies the power of education to uplift individuals and communities, ensuring that no one is left behind in the journey towards progress and development.

DOI 10.5281/zenodo.10628334

Education For All: The ALS Advocacy in Bringing OSYs Back to School

CHARISE DS. DE GUZMAN

Teacher III

Talugtug District

Education is a fundamental human right that should be accessible to all, regardless of age or circumstances. However, in many parts of the world, including the Philippines, a significant number of young people find themselves out of school due to various reasons. This issue has a profound impact on their future prospects and the socio-economic development of their communities. The Alternative Learning System (ALS) has emerged as a crucial advocacy in bringing Out-of-School Youth (OSYs) back to school. In this essay, we will explore how ALS is championing the cause of "Education for All" by targeting OSYs and providing them with an inclusive path to education.

Several reasons contribute to the presence of out-of-school youth and adults in the Philippines. Economic factors, such as poverty and the need to work to support their families, are among the most significant factors. Many individuals, especially those living in impoverished regions, are forced to prioritize immediate financial needs over education. Moreover, the lack of accessible schools in remote areas, coupled with the cost of transportation and school-related expenses, creates barriers to education. Family responsibilities, such as caring for younger siblings or contributing to household income, also force many youth and adults to forego formal education. Lastly, some individuals face personal challenges, including health issues or early pregnancies, which disrupt their educational journeys. These multifaceted reasons underline the importance of flexible and inclusive educational programs like the Alternative Learning System (ALS) in addressing the needs of out-of-school youth and adults in the Philippines.

Understanding the OSY Challenge

Before delving into the ALS advocacy, it's important to recognize the magnitude of the Out-of-School Youth challenge. According to the Philippine Statistics Authority (PSA), as of 2021, the Philippines had a significant number of OSYs who were not accessing formal education. These OSYs face numerous barriers, including poverty, lack of access to schools, family obligations, and sometimes, personal challenges. Their exclusion from education perpetuates a cycle of limited opportunities and social inequality.

The Alternative Learning System (ALS): An Inclusive Educational Path

The ALS, spearheaded by the Department of Education (DepEd) in the Philippines, represents a critical component of the "Education for All" advocacy. It recognizes that traditional schooling may not be feasible for everyone, especially OSYs, and offers an alternative pathway to education.

Collaboration and Partnerships

To further the ALS advocacy and ensure "Education for All," collaboration among government agencies, NGOs, and local communities is imperative. Partnerships can enhance program effectiveness, reach more OSYs, and improve the quality of ALS education.

Measuring Impact and Future Prospects

Measuring the impact of ALS on bringing OSYs back to school involves assessing not only enrollment numbers but also the long-term socio-economic outcomes for learners. Future prospects include leveraging technology for wider access and enhancing community involvement to make the ALS advocacy even more effective.

In conclusion, the ALS advocacy is a beacon of hope for OSYs in the Philippines, striving to make "Education for All" a reality. By targeting OSYs and providing them with a flexible, inclusive path to education, ALS is breaking down barriers and transforming lives. Despite challenges, including resource constraints and accessibility issues, the ALS advocacy remains a testament to the power of education in eradicating poverty and empowering marginalized communities. It is a vital step towards a more equitable and prosperous future for all Filipinos.

DOI 10.5281/zenodo.10628357

Fighting Poverty: Reaching Out to Filipino Out-of-School Youth and Adults through ALS

CHARISE DS. DE GUZMAN

Teacher III

Talugtug District

Poverty remains a persistent challenge in the Philippines, affecting millions of individuals and families. One critical aspect of addressing poverty in the country is reaching out to the out-of-school youth and adults who have missed formal education opportunities. The Alternative Learning System (ALS) has emerged as a beacon of hope in this regard. ALS is a flexible and inclusive educational program designed to provide marginalized populations with a chance to acquire essential knowledge and skills. In this essay, we will explore the significance of ALS in combating poverty in the Philippines.

Understanding the Poverty Challenge

Before delving into the role of ALS in poverty reduction, it is essential to grasp the extent and root causes of poverty in the Philippines. According to the Philippine Statistics Authority (PSA), as of 2021, the poverty incidence rate in the country stood at 21.1%. Poverty in the Philippines is often intertwined with limited access to education, making ALS a relevant and crucial intervention.

The Alternative Learning System (ALS): An Overview

The Alternative Learning System, administered by the Department of Education (DepEd) in the Philippines, is a lifeline for those who could not access or complete formal education. ALS offers a flexible learning path that adapts to the unique needs and circumstances of learners, particularly out-of-school youth and adults.

Modes of ALS Delivery

ALS employs various delivery modalities to ensure accessibility and inclusivity:

1. Face-to-Face Classes: Traditional classroom settings are used in urban and semi-urban areas where learners can attend physical classes.

2. Radio-Based Instruction: For remote and underserved areas, radio broadcasts provide lessons, enabling learners to study at their own pace.

3. Online Platforms: The digital era has brought new opportunities for ALS. Online platforms and resources are increasingly used to deliver lessons, making learning accessible to tech-savvy individuals.

The Impact of ALS on Poverty Reduction

1. Empowering Out-of-School Youth: One of ALS's primary objectives is to target out-of-school youth who might have dropped out due to poverty-related issues. ALS provides a second chance for these individuals to acquire knowledge and skills, opening doors to better employment opportunities.

2. Alleviating Illiteracy: Illiteracy is a significant barrier to escaping poverty. ALS equips learners with basic literacy skills, enabling them to participate more fully in society and access a wider range of job opportunities.

Challenges and Solutions

While ALS has made substantial progress, it faces several challenges:

1. Resource Allocation: Adequate funding and resources are essential for expanding ALS programs and improving their quality. The government should prioritize allocating more funds to support ALS initiatives.

2. Accessibility: Accessibility remains a challenge, especially in remote and underserved areas. Innovative solutions, such as mobile learning platforms and community-based learning centers, can bridge this gap.

Success Stories and Case Studies

To underscore the real-world impact of ALS, let's consider a few success stories:

1. *Juan's Journey*: Juan, a 23-year-old from a rural community, dropped out of school at an early age due to financial constraints. Through ALS, he gained essential literacy and numeracy skills, and later, vocational training. Juan is now employed as a skilled worker and has significantly improved his family's economic situation.

2. *Maria's Resilience*: Maria, a single mother of two, struggled to make ends meet as a street vendor. ALS provided her with literacy skills and entrepreneurial training. Today, Maria runs a small business, earning a stable income to support her family and provide her children with better educational opportunities.

Collaboration and Partnerships

To maximize the impact of ALS in poverty reduction, collaboration between government agencies, non-governmental organizations, and communities is crucial. Partnerships can help strengthen ALS implementation, improve program quality, and extend its reach to more marginalized individuals.

Measuring Impact and Future Prospects

Measuring the impact of ALS on poverty reduction requires comprehensive assessments that consider employment outcomes, income levels, and overall well-being of learners. Future prospects for ALS include harnessing technology for wider access and increasing community involvement to enhance the program's effectiveness.

In conclusion, the Alternative Learning System (ALS) is a vital tool in the fight against poverty in the Philippines. By targeting out-of-school youth and adults, ALS offers a second chance at education and empowerment. However, overcoming challenges related to resource allocation and accessibility is essential. ALS represents hope for countless Filipinos striving to break free from the shackles of poverty. By investing in its expansion and improvement, the Philippines can chart a course toward a brighter, more prosperous future for all its citizens.

DOI 10.5281/zenodo.10628375

VALUE-BASED PHYSICAL EDUCATION PROGRAM TOWARDS THE DEVELOPMENT OF AN ACTION PLAN FOR PHYSICAL EDUCATION TEACHERS

Justin Valentino Sewa, MAEd

Teacher II

Zaragoza National High School

Division of Nueva Ecija

This study focused on the integration of Values Education in teaching Physical Education of PE teachers towards a value-based Physical Education Program. A descriptive research method was employed, utilizing a questionnaire administered through Google Forms. Among the 23 teacher-respondents, the majority were 30 years old or younger. The respondents comprised mostly females, single, had completed units in a Master's degree program, primarily held the position of Teacher I, and had accumulated 6 to 10 years of teaching experience in Physical Education. Physical Education teachers effectively incorporate values education into their instruction, enabling students to cultivate not only physical abilities but also a solid grounding in positive values and character attributes that will serve them well in their future endeavors.

In the domain of lesson planning, it has been revealed that Physical Education teachers have actively embraced and incorporated collaborative activities into their pedagogical strategies. By integrating collaborative tasks into their lesson plans, these educators effectively foster a more interactive and engaging learning environment for their students. Through such activities, students have the opportunity to work together, share ideas, and learn from one another, thus promoting not only physical development but also the essential cultivation of teamwork and communication skills.

In the context of the teaching-learning process, Physical Education teachers have demonstrated their astute ability to recognize and acknowledge positive behavior exhibited by their students. This commendation serves as a powerful tool to reinforce and encourage continued displays of such desirable behaviors. By consistently rewarding students for their positive actions, these teachers create a motivational framework that effectively nurtures students' growth and progress, instilling a profound sense of achievement and pride in their accomplishments.

Moreover, when examining the Internal and External Partnership aspect of Physical Education teachers, it has been discovered that they actively engage in collaboration with various stakeholders within their professional sphere. This collaborative approach involves working closely with fellow colleagues, superiors, and other professionals in the field of Physical Education. Through these partnerships, teachers aim to foster a positive and enlightened work atmosphere that encourages professional growth, the exchange of knowledge and ideas, and the implementation of innovative teaching methodologies.

Furthermore, in terms of the roles and practices of Physical Education teachers towards a value-based Physical Education program, it was indicated that Physical Education teachers always ensured that respect would be the primary core value in their instruction, whether in indoor or outdoor settings. PE teachers foster an atmosphere that encourages friendly competition, emotional stability, and inclusivity. These results affirmed by their head teachers and principals which adds credibility to the validity of their experiences and practices.

Lastly, the study concludes that there is no significant relationship between the profiles of respondents and the integration of Values Education into teaching Physical Education for a Value-based Physical Education Program, underscoring the universality and applicability of values education across diverse teaching contexts.

DOI 10.5281/zenodo.10633151

Bridging the Digital Divide: Rural Internet Access and the Future of Development

Rudy F. Daling, EdD

Assistant Professor IV/Department Chair, General Teacher Training

North Eastern Mindanao State University-San Miguel Campus

In the 21st century, a stark reality divides the world: the connected and the unconnected. While urban centers pulsate with the hum of broadband routers and the glow of digital screens, vast swathes of rural communities remain shrouded in the darkness of limited or no internet access. This "digital divide" isn't just a technological disparity; it's a yawning chasm hindering development, exacerbating inequality, and jeopardizing the future of millions.The consequences of this disconnect reach far and wide. Education suffers, with rural students deprived of online learning resources and access to global knowledge. Healthcare languishes, lacking the connectivity needed for telemedicine and digital health records. Local economies stagnate, cut off from online marketplaces and e-commerce opportunities. The digital divide becomes a development dead-end, perpetuating poverty and stifling potential.

Recent global issues amplify the urgency of bridging this gap. The COVID-19 pandemic showcased the stark reality of the digitally excluded, who struggled to access vital information, education, and healthcare. Climate change, too, demands interconnectedness – rural communities need early warning systems, communication platforms for disaster response, and access to climate-smart technologies. Ignoring the digital divide becomes untenable when lives and livelihoods hang in the balance.

So, how do we build bridges across this digital chasm? Fortunately, a confluence of technological advancements and innovative solutions provide potential answers: One, Leveraging Satellite Technology, traditional wired infrastructure often reaches its limits in rural areas. Low-Earth Orbit (LEO) satellite constellations offer a promising alternative, delivering high-speed internet even to the most remote regions. Governments and private companies must work together to incentivize satellite internet deployment, making it affordable and accessible for rural communities. Second, Embracing Wireless Mesh Networks. Community-driven wireless mesh networks, where nodes relay internet signals through each other, offer a low-cost solution for last-mile connectivity. Empowering local communities to build and manage these networks fosters ownership and sustainability. Third, Reimagining Public-Private Partnerships. Public-private partnerships can leverage government resources and private sector expertise to bridge the digital divide. Tax breaks, subsidies, and joint infrastructure projects can incentivize telecommunications companies to extend their reach into rural areas. Fourth, Prioritizing Digital Literacy. Merely providing internet access is not enough. Digital literacy initiatives must equip rural communities with the skills to navigate the online world, utilize digital tools effectively, and harness the power of technology for personal and community development. Lastly, Fostering Community Ownership. Solutions won't be one-size-fits-all. Empowering local communities to define their needs, collaborate with stakeholders, and participate in decision-making is crucial for ensuring sustainable and impactful solutions.

Bridging the digital divide is not just a technological challenge; it's a social and economic imperative. It requires international cooperation, innovative solutions, and a commitment to leaving no one behind in the digital age. The future of development hinges on ensuring that the next generation in rural communities has the tools and connections needed to thrive. By investing in affordable internet access, digital literacy initiatives, and community-driven solutions, we can transform the digital divide from a chasm into a bridge. This bridge will pave the way for inclusive development, empowering rural communities to become equal partners in shaping a brighter, more connected future.

DOI 10.5281/zenodo.10633190

SALITA sa ARAW (SALITARAW) sa Pagpapaunlad ng Kakayahan sa Pagbaybay at Pagpapalawak ng Talasalitaan ng mga Mag-aaral sa Baitang 7- Sampaguita Don Juan F. Avalon National High School

MALYN M. LIM

Master Teacher III

Don Juan F. Avalon National High School

Division Of Northern Samar

ABSTRAK

Mahalaga ang kasanayan sa pagbabaybay upang maipahiwatig ng mag-aaral ang kanyang opinyon at saloobin ng malinaw. Subalit, kailangan naiintindihan ang salita na binabaybay ng sa gayon tama ang pagkagamit nito. Upang paunlarin ang kakayahan sa pagbaybay ng mga salita at mapalawak ang talasalitaan ng mga mag-aaral sa ika-7 baitang ng Don Juan F. Abalon National High School, binuo ang SalitaRaw o Salita sa Araw. Sa pamamagitan ng kilos pananaliksik, nabigyan ng kalinawan ang epekto nito. Gamit ang pauna at panghuling pagsusulit, nakuha ang antas ng kasanayan ng mga mag-aaral na sinuri naman gamit ang descriptive statistics at dependent means T-test. Ipinakita ng resulta na malaki ang naging agwat ng pagkakaiba ng iskor ng mga mag-aaral sa una and panghuling pagsusulit. Malaki ang naitulong ng Salitaraw sa pagpapaunlad ng kakayahan ng mga mag-aaral sa pagbaybay ng mga salita at nakapagpalawak ito ng bokabularyo o talasalitaan ng mga mag-aaral dahil sa bawat araw, mayroon silang natutuhan na isang bagong salita, salitang karagdagan sa ipon nilang mga salita.

DOI 10.5281/zenodo.10633209

The MATATAG K-10 Curriculum: A Leap Towards Quality Education in the Philippines

GENEROSO DOCTOR CAYETANO, MAM-AS
TEACHER III/Teacher-In-Charge
Tampi Elementary School
Division of Sorsogon Province
Region V

A light of innovation shines through the colorful tapestry of Philippine educational reform, changing the face of basic education with its transformative glow. The Department of Education (DepEd) created the groundbreaking MATATAG K-10 Curriculum, which is set to completely transform the educational process for students in kindergarten through tenth grade. This curriculum overhaul, with its deliberate balance of simplification and improvement, aims to unravel the maze of overly complex curricula and infuse classrooms all around the country with fresh energy. With its mission to advance fundamental abilities while negotiating the waves of cognitive complexity, MATATAG gives educators and students a reason for optimism. Though change is anticipated, some concerns remain: Will students' potential actually be unlocked by this more efficient approach? Will the transition to educational excellence be easier with the phased implementation? Come along with us as we explore MATATAG K-10—a journey into the center of educational evolution, where aspiration meets innovation and a better future is promised.

The MATATAG K-10 is a revised curriculum that the Philippine Department of Education (DepEd) has recently introduced for students in Kindergarten through Grade 10. By concentrating on fundamental skills and minimizing the number of learning areas, the new curriculum seeks to simplify the existing one.

It was discovered that the previous curriculum was too demanding on teachers and students, with far too many lessons or subjects. MATATAG K-10 Curriculum was created as a solution to this problem. By balancing cognitive demands, it helps students advance through grade levels and acquire higher-order thinking abilities. Five learning areas—Language, Reading and Literacy, Math, Makabansa, and Good Manners and Right Conduct—replace the previous seven in the curriculum.

About 70% of the current curriculum will be eliminated in the MATATAG K–10 Curriculum, bringing the total number of learning competencies down from over 11,000 to about 3,600. It is anticipated that this substantial cut will allow more time for what DepEd called foundational skills for improved learning outcomes.

Beginning with the 2024–2025 academic year, the MATATAG Curriculum will be implemented gradually. Kinder, Grade 1, Grade 4, and Grade 7 students will be covered. Other grade levels will progressively switch to the new curriculum over the ensuing years.

In order to guarantee a seamless rollout of the updated curriculum, DepEd has indicated that it would be willing to train educators in private schools1. Teachers of students in Kindergarten, First Grade, Fourth Grade, and Seventh Grade—the grade levels where the phased implementation will begin—will receive special training.

DOI 10.5281/zenodo.10643806

TEACHERS’ HOME VISITATION PRACTICES IN JUNIOR HIGH SCHOOL IN GUIPING CITY, GUANGXI, CHINA

YAN LIU1,2, ERWIN P. LACANLALE1

1 Tarlac State University, 2 Hechi University

ABSTRACT

The purpose of this study was to investigate the Home Visitation Practices of junior high school teachers in Guiping City, Guangxi, and the challenges in their Home Visitation Practices and the actions they made to address the challenges.

The survey results showed that junior high school teachers in Guiping City, Guangxi have done a good job in Home Visitation Practices, but there are still many challenges in their Home Visitation Practices, involving school level, teacher level, family level and community level. Participants took a series of positive actions to address the challenges. It can be seen from the actions they took that the challenges faced in Home Visitation Practices need to be solved and overcome by the concerted efforts of schools, teachers, families and communities.

Keywords: Home Visitations, Home Visitation Practices, Junior High School, Action, Plan, Teachers

Introduction

Teachers’ Home Visitations have a special educational effect, which can effectively promote the cooperation between family and school as well as establish a close and harmonious relationship among teachers, parents and children. V.O. Sukhomlynskyi, the famous educator of the former Soviet Union, once said: “The perfect education is the combination of school and family”. The international community attached great importance to family-school cooperation, as well as the practices of Teachers’ Home Visitations and previous related research, which brought great enlightenment to conduct this study.

In order to achieve the United Nations Sustainable Development Goal-4 - Quality Education, countries around the world are constantly striving to improve their education systems, ensure that all girls and boys complete quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes. And China is no exception. In recent years, China has issued a series of educational policies, regulations and educational documents, which have put forward requirements and guidance for Teachers’ Home Visitations.

In January 2023, the Ministry of Education of China and other 13 departments jointly issued the Opinions on Improving the Family-School-Community Collaborative Education Mechanism. The Opinions clearly require that the Home Visitation rules and regulations should be seriously implemented and pointed out the Home Visitations tasks of relevant personnel. It points out that teachers should communicate with parents about the students’ situation in a timely manner, help parents keep abreast of the daily performance of students at school. To seriously implement the Home Visitations rules and regulations, school leaders should take the lead in conducting Home Visitation, class advisers should conduct at least one Home Visitation per student per academic year, and subject teachers are encouraged to conduct targeted Home Visitations (Ministry of Education of China, 2023).

As of September 2023, there are 53 junior high schools in Guiping City, Guangxi, China, with 80,844 students and 5,680 teachers, a huge number of students and uneven quality of parents. Coupled with the fact that many students are left-behind children, this group of students, who lack parental companionship and encouragement for a long period of time, may be facing mental health problems and academic problems. Under such circumstances, the pressure on schools to educate students is even greater, and Home Visitations by teachers are even more necessary. Through Teachers’ Home Visitations, a harmonious relationship can be established among teachers, parents and students; teachers and parents share the responsibility for education.

In addition, many junior high school teachers in Guiping City, Guangxi are migrants from other cities due to the talent mobility, which lead to a series of challenges during the practice of Home Visitations such as cultural differences, language barriers and unfamiliarity with the local situation of the school, which leads to fear in the Practice of Home Visitations. These are great challenges for novice teachers and young teachers. It is one of the goals of this study to overcome the challenges encountered in the practice of Home Visitations for these teachers, improve the effect of their Home Visitations and promote their professional development.

The purpose of this study is to investigate the Teachers’ Home Visitation Practices of junior high school teachers in Guiping City, Guangxi, the challenges the teachers encountered and the actions they made to address the challenges, and then put forward the corresponding Home Visitation plan based on the research results.

Method

The study used quantitative and qualitative design. Chose descriptive design to investigate and analyze the practices of Home Visitations of junior high school teachers in Guiping City, Guangxi and the challenges the teachers encountered in their Home Visitations Practices; and chose phenomenology designs to investigate and analyze the actions the participants had made to address the challenges. This study used self-made questionnaires for quantitative research design and semi-structured interviews for qualitative research design. Through questionnaire survey and in-depth interviews with selected participants, this study comprehensively analyzed and deeply understands the practice of Home Visitations of junior high school teachers in Guiping City, Guangxi. After that, the researcher statistically analyzed the data gathered.

The participants in this study were class advisers in the first semester of the 2023-2024 academic year in junior high school of Guiping City, Guangxi. There were 1350 class advisers in the first semester of the 2023-2024 academic year. The researcher used the Convenience Sampling Method to determine that the participants were 338 class advisers.

This study conducted to collect and analyze the data using Likert scale with 5 points. Mean was calculated for each item to analyze the data collected from the survey. The data collected in this study was analyzed by some form of statistical analysis tool, such as Microsoft excel and SPSSAU.

DOI 10.5281/zenodo.10643907

DIGITAL LITERACY AND CHALLENGES OF TEACHERS YIZHOU DISTRICT, CHINA

YAO WEI1,2 , MARIA AGNES P. LADIA1

1(College of Education, Tarlac State University, the Philippines; College of Teacher Education, Hechi University, China)

2( College of Education, Tarlac State University, the Philippines)

ABSTRACT

The purpose of this study was to investigate the digital literacy degree of junior high school teachers in Yizhou District, Guangxi, China, through the following five (5) dimensions: a) digital awareness, b) digital technical knowledge and skills, c) digital application, d) digital social responsibility, and e) teachers’ professional development.The survey results showed that junior high school teachers in Yizhou District had a high degree of digital awareness, digital social responsibility, and professional development, and an average degree of digital technical knowledge and skills and digital application. The overall performance was high.

Moreover, teachers encountered top five (5) challenges: a) insufficient ability to produce their own digital resources, b) difficulty in deeply integrating digital technologies with subjects, c) lack of professional teams to support teachers in using digital technical resources, d) a large number of digital network platforms with complex structures, which take teachers a lot of time to find and sort out, e) innovative application of digital technology resources in teaching.

The findings of this study could serve as a foundation for improving teachers’ digital literacy and contribute to the development of education management policies and practices.

Keywords: Digital Literacy, Challenges, Junior high school,Teachers

1.Introduction

Digital literacy is a basic literacy for every citizen in modern society. The Global Framework of Reference on Digital Literacy Skills indicates that the aim of improving digital literacy skills is to improve the ability for employment, decent and entrepreneurship. Digital literacy focuses on technology security and the people’ ability to properly access, manage, understand, integrate, communicate, evaluate and create information (Law et al., 2018). Goal 4 on quality education of the UN Sustainable Development also targets at increasing the number of people who need to improve their skills for employment, decent work and entrepreneurship, especially the percentage of youth and adults who are numerically literate.

In the context of the digital age, the aim of digital literacy improving ultimately is to realize Sustainable Development Goal 4 so as to achieve equitable and inclusive quality education and create lifelong learning opportunities for all.

In modern times, digital technologies and resources are increasingly being applied to educational scenarios, affecting all aspects of teaching practice and improving the traditional learning experience. Digital technologies and resources are facilitating the digital transformation of education, with the potential to address long-term inequalities in educational opportunity. Digital transformation in the field of education is an indispensable component to construct an educational powerhouse, participate in China’s progress towards high-quality education.

The European Commission initiated the DigEuLit project with an aim to develop a European digital literacy framework, which helped educators, trainers and learners have a common understanding of digital literacy and integrated digital literacy into European curricula and educational practices in personal development (Martin & Grudziecki, 2006). Joint Research Center (JRC) of the European Commission proposed the EU Digital Literacy Framework for Education educators (DigCompEdu) in its Policy Science Report to respond to actual needs (Christine, 2017). UNESCO’s Development of Teachers' Digital Literacy is concerned with the fact that teachers’ digital literacy served as an important factor in the improvement of the quality education in the context of digital transformation, which has effectively responded to the challenges of digital technologies, while improving teachers’ digital literacy to safeguard the development of students’ digital literacy and to plug the digital gap (Kong & Wang, 2023).

The Norwegian Centre for ICT in Education (2017) published Professional Digital Competence Framework for Teachers, which aimed to improve the competence and development of teachers’ professions as well as to improve teachers’ educational quality in the digital context.

The Education and Training Foundation (2019) in the UK published Digital Teaching for Professional Framework. The framework guided teachers in utilizing effective pedagogy to improve teaching and learning and support teacher professional development through digital technology.

China’s Ministry of Education (2022) released Framework of Digital Literacy for Teachers, which constructed a framework of teacher digital literacy through five (5) dimensions: a) digital awareness, b) digital technical knowledge and skills, c) digital application, d) digital social responsibility, and e) teachers’ professional development, which provides a reference for training and evaluation of digital literacy of Chinese teachers.

In nearly10 years, more and more scholars in China have begun to focus on studying digital literacy. Through literature analysis of CNKI, it was found that the current researches mainly focused on the connotation of digital literacy, educational content and interpretation of foreign educational policies of digital literacy, and the research objects mainly focused on citizens, college teachers, library librarians, etc. (Chen, 2023; Quan, 2022).

In order to improve teachers’ digital literacy in Yizhou District, it is necessary to investigate and analyze the current situation of teachers in order to introduce targeted policies and make specific action plans to help teachers solve the challenges they countered. Combined with the actual situation of the digital transformation of education in Yizhou District, it is of practical significance to study the actual situation related to the digital literacy of junior high school teachers in Yizhou District and identify the challenges encountered by teachers.

Besides, the term “digital literacy” has been demonstrated in various academic documents, national policy documents and other materials in terms of digital skills, digital competence, digital capability, etc., but it is not unified(Wu, 2023). However, they all emphasize the attitude, knowledge, ability, moral awareness and so on while solving problems in the digital age in terms of digital technology skills. In this study, the researcher considered them equal to digital

DOI 10.5281/zenodo.10643973

THE PROFESSIONAL COMPETENCE OF INNOVATIVE AND ENTREPRENEURIAL TEACHERS IN APPLICATION-ORIENTED UNIVERSITIES: BASIS FOR AN ACTION PLAN

MIXIANG TIAN1,2, BRIGIDO B. CORPUZ1

1 Hechi University 2 Tarlac State University

ABSTRACT

This study investigated the professional competence of innovative and entrepreneurial teachers in application-oriented universities. It aimed to assess the development status of teachers’ professional competence. There are six(6) dimensions of teachers’ professional competence, including teaching, scientific research and professional development, entrepreneurship training and guidance, communication and cooperation ,student education and management, and resource integration. The participants of the study are 160 innovative and entrepreneurial teachers from 10 application-oriented universities in Guangxi, China.

The findings showed that innovative and entrepreneurial teachers’ professional competence in six(6) dimensions presented unbalanced development. They showed a high level in four(4) dimensions: students’ education and management, communication and cooperation, teaching and resource integration. However, scientific research and professional development, entrepreneurship training and guidance showed moderate level.

Based on the above conclusions, this study put forward the action plan for innovative and entrepreneurial teachers. The results of the study can be used as an important basis for improving the professional competence of innovative and entrepreneurial teachers in application-oriented universities, and as a useful reference for educational administrators to carry out practice and formulate policies.

Keywords: Professional Competence, Innovative and Entrepreneurial Teachers, Application-Oriented Universities, Action Plan

Introduction

Education is a fundamental human right, and it also serves as the motive power for the sustainable development of society. It has cultivated an exceptional array of scientific and technological talents for the society, facilitated the widespread application of science and technology in social production, thereby igniting round after round of industry revolutions. Globally, these new scientific and technological revolutions have fostered an unceasing surge of new production methods, organizational structures, and business models. Indeed, the new scientific and technological revolution promoted profound changes in the field of education itself as well as promoting changes in industrial orientation, business model and social ecology. Digital technology propelled the innovation of innovative learning methods, teaching models, and management strategies. Information technology acted on the process and links of teaching and learning, which not only greatly improved teachers’ lesson preparation efficiency and teaching effect, but it also played a pivotal role in refining teaching methods and applying precision resource delivery (Zheng, 2023).It shows that while education causes social change, it also promotes its own continuous innovation, but talent is the key to cause these changes. With the phenomenal progression of information technology, the demand for individuals possessing innovative spirit and creative capabilities in contemporary society is exceeding any previous eras.

As a new force of scientific and technological innovation, universities should train more qualified and innovative talents for the modernization of the country through innovative personnel training mechanisms and educational methods. Therefore, universities need not only a clear vision, positive policies, sufficient material information resources, a good education environment, but also the real demand of an innovative and entrepreneurial faculty that enriches high quality.

According to the Implementation Opinions on Deepening the Reform of Innovation and Entrepreneurship Education in Colleges and Universities, General Office of the State Council of China emphasized that strengthening the teachers’ innovation and entrepreneurship educational competence is one of the important tasks to deepen the reform of innovation and entrepreneurship education and promote the development of it in universities. In Guiding Opinions on Further Supporting University Students’ Innovation and Entrepreneurship, General Office of the State Council of China once again clearly emphasized the promotion of teachers’ teaching competence in innovation and entrepreneurship education.

Through numerous years of dedicated construction, the scale of teachers specializing in innovative entrepreneurship at Chinese higher education institutions has been consistently increasing, the quality and competence of teachers have been continuously improved, and the institutionalization of teacher performance evaluation has been continuously improved. However, with the continuous advancement of China’s innovation-oriented national strategies, the incongruity between the development of innovative and entrepreneurial teachers among universities as well the need for talents of higher education in China is still very prominent.

Statistics from China’s Ministry of Education revealed that as of October 2019, there were nearly 28,000 full-time university teachers engaged in innovation and entrepreneurship education field across the whole country. The White Paper titled Chinese Youth in the New Era released by the State Council Information Office emphasized that more than 44.3 million Chinese students enrolled among universities in 2021.

In order to provide key support for cultivating useful talents with innovative thinking, innovative consciousness, entrepreneurial spirit and creative competence, it is urgent to speed up the professional competence building of innovation and entrepreneurial teachers in universities, improve their theoretical literacy and practical guidance competence, striving to cultivate a proficient team of highly competent talents.

DOI 10.5281/zenodo.10644004

CORE COMPETENCIES AND ORGANIZATIONAL SUPPORT OF UNIVERSITY TEACHERS: TOWARDS A PROPOSED PLAN OF ACTION

Li Wang1, 2, Dr. Jasper Jay N. Mendoza2

Hechi University1, Tarlac State University2

ABSTRACT

The exploration of the core competencies and organizational support among university teachers holds diverse significance, including the teaching outcomes for learners, professional advancement of teachers, efficiency in education systems, etc. This study aimed to delve into their correlation by conducting a survey and interviews on two hundred and forty-four (244) teachers from ten (10) universities in Guangxi, China, analyzing the challenges encountered in improving the two, and proposing action plans to solve these challenges.

Upon data statistics and analysis, it was concluded that the grand mean for core competencies among university teachers was 3.78. with over-all verbal description as HIGH, indicating an overwhelming consensus within the university teacher regarding their capabilities in areas such as academic competencies, teaching skills, scientific research, intercultural mindset, emotion and attitudes. The grand mean of organizational support was 3.54, with over-all verbal description as AGREE, presenting widespread agreement of university teachers regarding work support, benefit concern and value identification. In addition, data analysis manifested a positive correlation between these two variables, confirming the hypothesis proposed in this study and highlighting the significance and value of it.

In conclusion, comprehensive action plans have been proposed encompassing both individual and organizational dimensions, aiming to improve the core competencies of university teachers and organizational support, enhance the all-round abilities of teachers and promote the development of the educational sector.

Keywords: core competencies, organizational support, university teachers

I. INTRODUCTION

In terms of quality education under the Sustainable Development Goals (SDGs), this agenda expressly clarifies that by 2030, there will be a significant increase in the number of qualified teachers. This purpose is to be achieved through international cooperation for teacher training initiatives in developing regions, especially the least developed countries and the small island developing states.

It is worth noting that China attaches great importance to the 2030 Agenda for Sustainable Development in terms of quality education, making a proactive response. At the Fourth Session of the 12th National People’s Congress held in March 2016, The thirteenth Five-Year Plan was approved, which successfully combines the Agenda for Sustainable Development with China’s medium and long-term development plan. More specifically, the focus on strengthening the construction of the teaching staff is explicitly stated that: “Education is paramount, teachers are the foundation. The fundamental principle of achieving excellent results of education lies in having outstanding teachers. The qualifications of teachers should be strictly verified, and their competencies should be continuously improved in order to strive to foster a high-quality professional teaching team with noble moral, exquisite skills, reasonable structure, and extraordinary vitality.”

In order to promote the implementation of the 2030 Agenda for Sustainable Development, in September 2016, China elaborately designed and officially released the “China’s National Plan on Implementation of the 2030 Agenda for Sustainable Development.” based on its unique circumstances. It combined the 17 sustainable development goals with China’s actual situation, addressed each target specifically by analyzing it separately, actively taking comprehensive approaches in various fields with responsible attitudes.

Within China’s implementation plan for the17 Sustainable Development Goals, it is specifically stated in the Sustainable Development Education Goal 4 that: by 2030, there will be a significant increase in the number of qualified teachers, including international cooperation for teacher training in developing countries, especially the least developed countries and small island developing States. It is evident that China has also put increasing the number of qualified teachers on the national agenda at the same time, indicating the profound significance to the education system in China and even the world. In a word, within the context of sustainable development and high-quality education, both from the global and Chinese perspectives, there exists a great emphasis on the cultivation of qualified teachers.

Universities are the fertile ground for cultivating outstanding talents, the position for spreading advanced knowledge, and the cradle for shaping perfect personality. Qualified teachers serve as the backbone of universities, emblematic of universities, and also the trailblazer in fostering societal progression and civilization advancement. They are the disseminators of knowledge, the engineers of the soul, burdened with the crucial responsibility of promoting the development and fortification of the nation. As the saying goes, “A great university is not defined by its imposing edifices, but by its illustrious professors.” aiming to illuminate that a university can be called a university is not how many buildings it has, but how many masters and qualified teachers it has.

As an individualized social profession, university teachers will inevitably integrate their teaching, research, study, life and other aspects into the group organization on which they rely for survival, so they have a strong need for a sense of belonging and dependence on the working environment. The fulfillment of this need cannot be solely achieved by individual teachers, but necessitates the utmost attention and substantial support from related organizational management sectors such as schools, society, and the state. Only through the comprehensive planning and harmonious cooperation of various organizations and departments can the unique attributes of the teaching profession be fully comprehended, thereby meeting the needs of teachers. In accordance with the principle of reciprocity, once university teachers genuinely experience organizational support, it will invariably motivate them to operate with dedication and enthusiasm. This will culminate in the fruitful contribution of their efforts back to the institution, thereby achieving a mutually beneficial outcome between faculty and the organization. Hence, the exploration of university teachers’ core competencies from the perspective of organizational support can significantly enhance their sense of career achievement, job satisfaction, and professional fulfillment. This fosters an enhancement in educational standards, cultivating a multitude of talents within society that exhibit robust market competitiveness.

Up to now, some experts and scholars have carried out research on the way to cultivate Chinese teachers’ competencies from the perspective of organizational support, but there are few studies on the way to cultivate core competencies among Chinese university teachers from this same angle. As such, research in this area needs to be enriched. In light of this, this study will incorporate the variables of organizational support and core competencies of university teachers. Participants of this research is university teachers in Guangxi, China, aiming to comprehensively analyze and discuss the relationship between organizational support and teachers’ core competencies in universities. It scrutinizes the challenges encountered at both the organizational level and individual level with a view to formulating strategies and recommendations on how to foster organizational support so as to advance the cultivation of teachers’ core competencies in our nation’s educational sector, thus promoting the rapid and steady development of higher education.

DOI 10.5281/zenodo.10644056

Overcoming Adversity: A Journey of Self-Discovery

Nick B. Bilaos

Teacher I

Calbayog Elementary School

Albay, Bicol

From a young age, I was known for my quiet nature, preferring solitude to social interactions. Throughout elementary and high school, my shyness made me feel overlooked and misunderstood. It wasn't until I entered the bridge program in secondary school that I began to break out of my shell.

After just a month in the bridge program, I transitioned to the regular first-year class. Despite this change, I maintained my position in the higher section until fourth year high school. Surrounded by supportive mentors and peers, I gained confidence and became more involved in school activities. This experience helped me realize that my shyness was not a limitation but a challenge to be overcome.

However, my journey was not without challenges. I was a victim of bullying throughout my school years because of my identity. This experience deeply affected me and added to my feelings of inferiority and self-doubt. Despite these hardships, I remained resilient and focused on my education, determined to rise above the negativity and prove my worth.

Upon graduating from high school, I pursued higher education at a community college in our town. This decision allowed me to stay close to home while continuing my academic journey. College was both daunting and liberating. It pushed me out of my comfort zone and forced me to interact with new people. Through perseverance and a willingness to embrace new opportunities, I learned to socialize and connect with others.

College was also where I discovered my talents and interests. I excelled in subjects I never thought I could master and became involved in various extracurricular activities that showcased my skills and creativity. It was a transformative period that opened my eyes to the possibilities ahead.

During my college years, I faced academic challenges and personal growth. I struggled with self-doubt and the fear of failure, but I persevered. I sought help from professors and peers, and I gradually gained confidence in my abilities. I learned to manage my time effectively, prioritize tasks, and overcome obstacles. These experiences shaped me into a more resilient and determined individual.

Today, as a teacher, I am living proof that success is not solely determined by intelligence. It is the result of determination, hard work, and the willingness to step out of one's comfort zone. My journey from a shy, introverted student to a confident educator is a testament to the power of perseverance and self-belief. I strive to inspire my students to embrace their unique qualities and pursue their passions, knowing that true success lies in the journey of self-discovery and personal growth.

DOI 10.5281/zenodo.10648517

Comparing the Impact of Intangible and Tangible Rewards on the Academic Achievement of Grade- 9 Economics Students: An Experimental Study

Picaña, Arianne A.

Agno, Zendle Ann B.

Mendoza, Rhodora C.

Eastern Samar State University- Graduate Studies

Master of Arts in Education Major in Social Science

ABSTRACT

As our world evolves at a rapid pace, education remains a vital catalyst for both societal progress and individual growth. As students navigate increased demands and challenges, educators and scholars have made it their mission to uncover avenues for enhancing academic achievement. A particularly noteworthy aspect to examine is the influence of rewards on student motivation and accomplishments. This study delves into a comparison between tangible rewards, such as certificates and merit cards, and intangible rewards, such as recognition and praise, on the academic performance of Grade 9 Economics students at Alugan National School of Craftsmanship and Home Industries in Brgy. Alugan, San Policarpo, Eastern Samar during the second quarter of the 2023-2024 academic year. Using systematic random sampling, a total of 80 students from two sections were selected to participate in a post-test-only experimental design. One section was assigned to receive tangible rewards, while the other received intangible rewards. The subsequent achievement test was used to evaluate their academic achievement.

The results revealed significant disparities between the two groups. On one hand, students who received tangible rewards demonstrated significantly higher scores on the post-test (89.85, SD = 1.28) than those who received intangible rewards (87.48, SD = 1.022). These results were further supported by the statistical analysis, which showed a strikingly low p-value (< .00001) and a large t-value of -9.15, clearly rejecting the null hypothesis. This unequivocally proves that tangible rewards have a greater impact on academic achievement among Grade 9 Economics students.

CHAPTER I

Introduction

Background of the Study

In a constantly changing world, education continues to be a crucial factor in advancing society and personal development. As students face rising expectations and pressures, educators and researchers have continuously explored methods to improve academic performance. One area of great significance is the impact of rewards on student motivation and achievements. This study aims to investigate whether intangible rewards, such as recognition and praise, have similar or different effects on academic performance compared to tangible rewards, like certificates and merit cards. By conducting experiments, this research seeks to deepen our understanding of the motivational factors in education.

The intersection of rewards and student’s academic performance has long captivated researchers, educators, and policymakers worldwide. This enduring topic has sparked curiosity and yielded significant findings over the years. In an international perspective, Vansteenkiste et al. (2013) conducted a contemporary review on how rewards, when aligned with psychological needs, enhance positive intrinsic motivation—a key factor for achieving academic success. Likewise, Fuad (2021) posits that when reward and punishment is implemented, student motivation is positively influenced, leading to an increase in learning motivation. Similarly, Dweck et al. (2016) discovered that when students were praised for their effort instead of their intelligence, it had a positive impact on their academic performance and ability to overcome challenges. This finding highlights the importance of recognizing and encouraging hard work and determination in educational settings. Moreover, Chen (2023) also explored the positive impact of reward systems in education. These systems, while effective in attracting students' interests, fostering good learning habits, and increasing motivation, also come with potential drawbacks. Chen acknowledges that reward addiction and decreased intrinsic motivation are among the possible negative effects. On the other hand, Smith (2020) found that specific, verbal praise that provides explicit recognition and precise information about students' contributions can enhance their self-concept and motivation.

In exploring the diverse educational landscapes of Asia, Liem et al. (2012) delve into the positive impact of cultural values on student motivation. They provide valuable insights into how incorporating Asian cultural nuances into reward systems can enhance students' motivation and engagement. Additionally, Lee (2014) highlights the influence of Confucian values and social rigidity on the achievement orientation of East Asian students, with the strict examination system and social rewards playing a significant role. Furthermore, Zhu (2022) explores the function of monetary reward as extrinsic motivation in a long-term learning activity, suggesting that sustained and balanced monetary rewards can strengthen student initiative. Conversely, Cahya (2018) suggests that tangible rewards can improve students' motivation, as observed in a 4th-grade classroom where students became more active and participative in learning when rewards were introduced. Similarly, Chen et al. (2021) discovered that implementing a reward system centered on social media recognition, including tangible incentives like certificates, effectively enhanced student motivation and engagement in the learning process.

On the contrary, some studies have also discovered evidence of how rewards can potentially have a negative impact on student motivation and performance. Wong (2014) highlights that extensive use of rewards can have a negative impact on student intrinsic motivation and academic achievement. Similarly, Xu (2021) highlights that rewards can strengthen external learning motivation but may weaken creativity and internal motivation. Likewise, Akmal (2019) conducted a study in Islamic Education. The findings indicated that rewards such as snacks, pocket money, and awards had a positive impact on student enthusiasm and achievement. However, it also revealed some negative effects, including complacency and arrogance.

In the Philippine setting, Viray-Castillejos (2023) finds that teachers perceive the reward system to be effective in enhancing student motivation and participation, leading to improved academic performance. While, Ching (2012) highlights the importance of a good classroom condition and the role of rewards and penalties in motivating students to learn. Moreover, Orquiza (2018) revealed that praise yielded significant improvements in both student motivation and performance within a private elementary school setting in the Philippines. Additionally, the study showcased that praise had a greater impact on boosting student performance compared to criticism. Furthermore, Ramirez et al. (2020) conducted a study that uncovered significant effects of the reward system on students' academic performance. Rewards have traditionally been viewed as effective motivators. However, this study as well suggested that they might actually decrease self-control and foster reliance on external incentives.

Numerous studies in the realm of educational research have explored how reward systems impact student academic achievement. However, a significant gap persists in the literature as many studies tend to examine intangible and tangible rewards separately. This leaves a critical question unanswered: which type of reward yields more substantial effects on academic performance? While there exists extensive research on the motivational benefits of verbal praise, recognition, and tangible incentives individually, a comparative analysis of their effects remains notably scarce.

Recognizing the existing gap, this study aims to comprehensively examine both intangible and tangible rewards and their respective impacts on students' academic performance specifically on Grade 9 Economics students at Alugan National School of Craftsmanship and Home Industries during the 2nd quarter of the academic year 2023-2024. By exploring the potential nuances between these reward types, this research intends to provide valuable insights into the effectiveness of reward systems in education. Moreover, it not only scrutinizes individual effects but also discerns any noticeable differences in how intangible and tangible rewards influence students' academic outcomes. This experimental study strives to contribute to a more varied understanding of effective motivational strategies in education, benefiting educators, policymakers, and researchers alike.

Statement of the Problem

This study seeks to compare the impact of intangible and tangible rewards on the academic performance of Grade- 9 Economics students.

Specifically, this study aims to answer the following:

1. What is the academic performance of Grade 9 Economics students after the implementation of an intangible reward system?

2. What is the academic performance of Grade 9 Economics students after the implementation of a tangible reward system?

3. Which reward system, between intangible rewards and tangible rewards demonstrates a more statistically positive impact on the academic achievement of Grade-9 economics students?

4. Which type of reward system is most effective at boosting academic achievement among Grade 9 Economics students: Intangible rewards like recognition and praise, or tangible rewards like certificates and merit cards?

5. What are some effective strategies that can be suggested for implementing reward systems to boost academic performance for Grade-9 economics students?

DOI 10.5281/zenodo.10656304

FACTORS ASSOCIATED WITH GRIT LEVEL AMONG PUBLIC SCHOOL TEACHERS IN GIPORLOS NATIONAL TRADE SCHOOL – A CORRELATIONAL STUDY

Batula, Pristine Faith G.

Galangue, Rea Ann V.

Lalosa, Alirose A.

CHAPTER I

INTRODUCTION

Public school teachers play a pivotal role in shaping the academic and personal development of students, and their effectiveness is closely tied to individual that traits such as grit. However, despite the acknowledged importance of grit levels of public schools’ teachers, particularly within the context of Giporlos Trade National High School.

The existing literature highlights the challenges faced by educators in public schools, including high workloads, limited resources, and sometimes inadequate support systems (Ingersoll & Strong, 2011). This prompts the need to explore how these factors, along with individual characteristics and professional experiences, contribute to or hinder the development of grit among teachers at Giporlos Trade National High School.

(Duckworth, A., 2016) defines grit as the combination of passion and perseverance over the long term, highlighting its relevance to sustained achievement in challenging endeavors. Research by Rimm-Kaufman, S.E., and Hamre B. K. (2010) underscores the learning environment. This study builds upon the determinants of grit among public school teachers, recognizing that individual traits and external factors may shape the grit levels within this unique context.

Furthermore, the challenges faced by educators in public schools have been extensively documented Ingersoll & Strong (2011). This research aligns with these findings and aims to uncover how factors such as workload, support systems, and professional development opportunities contribute to or detract from the grit levels of teachers at Giporlos Trade National High School.

People with high levels of grit (also known as “gritty”) maintain effort and eagerness to achieve their goals even when faced with significant obstacles Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). In this context, a validated, self-administered/ reported survey has been developed to assess grit through a predefined scale known as the “Short Grit Scale, Grit-S”. This scale indicates the positive outcomes independent of intelligence predictors among different individuals (Duckworth et al., 2007). Several studies have reported the success of the grit scale in measuring predictors that affect teachers’ outcomes (Duckwoth et al., 2009; Maddi et al., 2012)

In the field of education, the focus on student well-being and academic achievement often overshadows the importance of teachers’ happiness. It has been noticed that when a person is happy and contented, they get most of their lives and become successful. It is claimed that people who are always striving towards their long-term goals keep you motivated, happy, and pleased, because if they weren’t satisfied or happy, they will not work persistently to reach their long-term goals.

This study linked public-school teachers' grit to their level of happiness and demographic profile. This study will serve as the foundation for future research into grit as a predictor of success.

Statement of the Problem

Public school teachers play pivotal role in shaping the educational landscape, yet there is a gap in understanding the specific determinants that influence their grit levels- defined as the combination of passion and perseverance- in the face of challenges and demands within the profession. This research seeks to address the following key questions:

1. What is the demographic profile of the respondents in terms of:

1.1 age

1.2 sex

1.3 civil status

1.4 Teaching experience (Years)

1.5 Workloads

1.6 Educational Background

1.7 Socioeconomic Status

2. What is the respondent’s level of happiness?

3. What is the grit level of the respondent?

4. Is there a significant between the respondents’ demographic profile and the level of grit?

5. Is there a significant relationship between the respondents’ level of happiness and their level of grit?

Significance of the Study

The significance of the study on the determinants influencing grit levels among public school teachers lies in the potential to contribute valuable insights and benefits to various stakeholders within the educational landscape.

To DepEd, the findings could use the study’s insights to design and implement tailored professional development programs. These programs can lead to targeted strategies for enhancing teacher commitment and resilience.

To School Administrators, Insights into factors influencing grit levels can contribute to initiatives aimed at enhancing faculty well- being. Schools can implement strategies to reduce stress, improve job satisfaction, and create a positive work environment.

To Future Researchers, future studies may complement the quantitative findings with qualitative exploration. In- depth interviews or focus groups can provide a richer understanding of teachers’ experiences, shedding light on the subjective aspects of grit.

Scope of the Study

The study will focus on public school teachers within the school of Giporlos Trade National High School, encompassing different educational levels. It utilizes a quantitative approach, collecting data through surveys and standardized instruments, and will consider demographic variables such as age, gender, years of teaching experience, educational background, and socioeconomic status.

The finding may have a limited generalizability beyond the specific geographic focus. Self- report measures may introduce response bias, and cross-sectional design provides a snapshot rather than a longitudinal view. The study’s quantitative approach may not fully capture qualitative insights into teachers’ experiences, and external factors are beyond the study’s scope. Additionally, individual differences among teachers and resources constraints may impact the study’s breadth and depth.

DOI 10.5281/zenodo.10656367

DEVELOPMENT AND ACCEPTABILITY OF THE MODULE IN TECHNICAL DRAFTING IN SELECTED PUBLIC SECONDARY SCHOOLS IN THE DIVISION OF ANTIPOLO CITY

ARIEL MARGALLO DONSAL

Teacher III

Bagong Nayon Ii National High School

Region IV - A CALABARZON

TITLE: DEVELOPMENT AND ACCEPTABILITY OF THE MODULE IN TECHNICAL DRAFTING IN SELECTED PUBLIC SECONDARY SCHOOLS IN THE DIVISION OF ANTIPOLO CITY

AUTHOR: Ariel M. Donsal

ADVISER: Dr. Bayani P. Paz

COURSE: Master of Arts in Education

MAJOR: Educational Management

TYPE OF DOCUMENT: Master’s Thesis

NAME AND ADDRESS OF INSTITUTION: Tomas Claudio Colleges, Morong, Rizal

Methodology

Descriptive and Experimental Research

Findings, Conclusions and Recommendations

The study aimed to develop and determine the acceptability of a module in Technical Drafting in six selected public secondary schools in the Division of Antipolo City. The study was conducted during the school year 2016-2017.

There were two groups of respondents in the study, the sixty (60) teachers from each selected schools who are teaching TLE and the Grade 9 students who are divided in to two groups, the exposed and the unexposed. The Grade 9 students are comprised of fifty (50) students from Grade 9 Garnet and Grade 9 Sapphire. Sixty (60) teachers were described in terms of age, sex, position title, educational attainment, and length of service. They were also requested to determine the acceptability of the module with respect to objectives, contents, organization and presentation, language and style, evaluation, and usefulness.

Findings of the study included the following: Most teachers belong to belong to the younger age range. They have been in the service for 1-5 years. The module was found to be Much Acceptable, having the following components, usefulness, content organization and presentation evaluation, language and style, and objectives. The hypothesis is accepted, as to level of performance in the pretest, all the 25 or 100 percent students both who are unexposed to the module and the exposed obtain scores in the range interpreted as Moderately Satisfactory. In the posttest, majority in both groups are still in the moderately satisfactory level, however, for the exposed group 32% move up to the satisfactory level as compares to 8% in the unexposed group. The hypothesis on the significant difference on the level of performance of the exposed in the pretest and posttest was rejected however it was accepted for the unexposed group. The hypothesis that there is a significant difference of the level of performance in Technical Drafting of the posttest was rejected.

Based on the findings of the study, the following conclusions are drawn: The teachers find the developed module in technical drafting much acceptable. The performance of the students exposed to the developed module in technical drafting is better than students’ performance using traditional method. The developed module for technical drafting is effective in teaching drawing.

In the light of the findings, the following recommendations are hereby offered: The module may be reviewed to find out some parts which are needing adjustment and revision to make it more suitable and effective for the students, the module may be utilized in a longer duration after its revision to increase students’ performance and may be conducted a parallel study using other variables be done.

DOI 10.5281/zenodo.10662917

Empowering Minds, Shaping Futures: The Educational Impact of Project Facemask at Sta. Cristina Elementary School

Arthur F. Fajutrao

Teacher II

Sta. Cristina Elementary School

SDO Dasmariñas City, Cavite

Region IVA-CALABARZON

In the bustling heart of Dasmarinas City, Cavite, a beacon of transformation illuminates Sta. Cristina Elementary School. The inception of Project FACEMASK (Facing Adversity and Challenges through Enhancing Maintenance and Assistance from Stakeholder Kindness) marked a pivotal moment in the school's journey toward educational excellence and community solidarity.

From its genesis, Project Facemask embodied a mission that transcended mere refurbishments; it aimed to cultivate a holistic educational experience, nurturing young minds while fostering a culture of unity, kindness, and resilience within the school's fabric.

The impact of this initiative on education and the learners at Sta. Cristina Elementary School has been nothing short of profound. Through the tireless dedication and collaborative efforts of stakeholders, the educational landscape has undergone a metamorphosis, resonating within the classrooms and echoing in

the hearts of every student.

Academically, the project has catalyzed an environment conducive to learning. The revitalization of school facilities, coupled with the infusion of technological advancements, has provided students with enhanced resources and an enriched learning environment. Access to modern facilities and updated educational tools has empowered teachers and engaged students, fostering a deeper appreciation for knowledge acquisition and academic growth.

However, the impact extends far beyond the tangible upgrades. Project Facemask has sown seeds of compassion and community engagement among the students. The spirit of volunteerism and kindness instilled through this initiative has woven a tapestry of unity, forging lifelong lessons in empathy, collaboration, and social responsibility. Moreover, the project's emphasis on holistic development has nurtured not just the intellect but also the socio-emotional well-being of the learners. Initiatives promoting mental health awareness, character building workshops, and inclusive programs have cultivated a supportive ecosystem where every student feels valued, heard, and empowered to thrive.

As a result, the learners at Sta. Cristina Elementary School have blossomed. They are more confident because of an educational setting that values their individuality and champions their potential. Through Project Facemask, these students have not just gained knowledge; they've imbibed invaluable life lessons that transcend textbooks, preparing them to navigate the complexities of the world beyond the classroom.

In conclusion, Project Facemask stands as a testament to the transformative power of collective action and community involvement in education. Its enduring legacy echoes through the corridors of Sta. Cristina Elementary School, leaving an indelible mark on the educational landscape and shaping the future of the young minds it nurtures.

DOI 10.5281/zenodo.10672790

Digital Revolution: Generation Z under Project REALM

Ekxel Carlo T. Degollacion

Teacher III

Gun-ob Elementary School

Lapu-Lapu City Division, Region VII

Known as "digital natives," today's elementary students in Generation Z possess advanced digital abilities that could potentially transform conventional teaching methods. In fact, the Grade 6 students from Gun-ob Elementary School of Lapu-Lapu City Division, who were chosen for Project REALM (Responsive Adaptive Experiential Learning Method), a school innovation program, transformed the way technology was used to produce amazing results during both in-person and online activities.

The class known as Batch Hydra, which is adapting to the hybrid mode of learning, is made up of pre-selected students who completed several qualifying tasks prior to the start of the academic year. Activities included using apps and online support systems that would eventually be a regular part of their educational schedule. To assist the program's pilot testing, qualifying pupils also had their parents pre-informed about the documented program.

With the use of Pure Activity Learning Method (PALM) as an expressive method of instruction, students participated in inclusive experience activities like creating digital art throughout the first semester. Students create works of art that range from abstract and portrait to surrealistic, using their gadgets like cellphones and tablets during man-to-man sessions or asynchronous offline activities at home. Additionally, students created digital advocacy materials like project plans, posters, and slogans. Additionally, an online weekend learner's poll was employed to collect output and provide feedback.

What made them different from other schools is that this project was crafted to aid the learning discrepancies of students as well as provide means of actual interest to the present generation -- an interest that would spark their learning. With this purpose, learners became more competent especially when challenged to solve academic hindrances. Also, the batch became achievers winning from various school to school competitions be it in academic, sports, journalism, talent showcase, and other areas.

One of Batch Hydra's students, Kael Ondrei T. Cabalhug, showed interest in REALM even though it differs from typical teaching and learning methods. "I'm very happy and privileged to be working on this project. It inspires me to pursue further learning. Our teacher helps us to become aware of our errors. We are more likely to be able to solve issues and pick up newskillson our own if we create and experience more mistakes,” he said. After six months of testing, Arlene T. Sumalinog, the principal of Gun-ob ElementarySchool, was astounded by the project's outcomes. Backing the project herself, she exclaimed, "Inclusivity and creativity at its finest," with a brush of satisfaction and pride. As Project REALM enters its second semester, more varied activities have beenplanned, raising the bar for learning quality. With the community's and faculty's support, REALMisprogressively expanding its objectives to support learning gaps and provide a meaningful learning experience.

DOI 10.5281/zenodo.10672805

Analyzing the Surge: A Case Study on Enrollment Trends in TVL Home Economics Specializing in Bread and Pastry Production of Don Eufemio F. Eriguel Memorial National High School Senior High

Romeo L. Dela Cruz

Teacher II

Don Eufemio F. Eriguel Memorial National High School

La Union Schools Division, Region 1

Abstract

This case study explores the surge in enrollment within the Bread and Pastry Production specialization under the Home Economics Strand in the Technical-Vocational Livelihood Track, at Don Eufemio F. Eriguel Memorial National High School. The school is located at Barangay Consolacion, Agoo, La Union which offers various programs in senior high school, including Academic and Technical Vocational and Livelihood tracks with specialized strands. The Bread and Pastry Production program under the home economics strand, designed to equip learners with essential knowledge and skills, has witnessed a notable increase in student enrollment.

The study aims to unravel the motivations, aspirations, and perceptions of students' decisions to pursue the Bread and Pastry Production NC II specialization. Utilizing ethnographic approaches, the researcher conducts focus group discussions with 25 learners currently enrolled in the program, divided into two groups. The research explores factors influencing students' decisions, including passion for culinary arts, pandemic-related experiences, and aspirations for entrepreneurship and international career opportunities.

The findings reveal that the Bread and Pastry Production NC II specialization provides a direct pathway for students to acquire practical skills, making them job-ready upon completion. The surge in enrollment is attributed to factors such as curriculum relevance, industry partnerships, effective career guidance, and success stories of alumni. The report emphasizes the need for strategic interventions to address challenges associated with the surge in enrollment, including facility expansion, staffing adjustments, and industry collaboration.

Recommendations include investing in additional facilities, such as kitchens and baking laboratories, to accommodate the growing number of students. Addressing the teacher-student ratio issue by hiring more qualified teachers is crucial for personalized guidance and effective skill transfer. Strengthening career guidance services, promoting diversification of skills, and establishing partnerships with local businesses for internships can enhance career placement opportunities for graduates. The study provides valuable insights for educational institutions facing similar enrollment challenges in technical-vocational programs.

KEYWORDS: Technical-Vocational Livelihood Track, Bread and Pastry Production NC II, Surge in Enrollment, Career Guidance, Facilities and Staffing Challenges.

DOI 10.5281/zenodo.10672922

ATTITUDES OF PUBLIC JUNIOR HIGH SCHOOL TEACHERS TOWARD RESEARCH IN THE NEW NORMAL: BASIS FOR AN ORIENTATION PROGRAM

ALVIN B. BILANGEL, MEd

Teacher III

Burgos National High School

Rizal Province Division/ Region IV- A (CALABARZON)

Abstract

The basic research attempted to determine the attitudes of teachers toward research of faculty members of Burgos National High School, Main Campus and Sorrento Extension during the school year 2021- 2022. The research adopted the descriptive method and utilized the standardized and validated questionnaire from Attitudes Toward Research Scale of Papanastasiou (2014). The population of the study consisted of 107 teachers from the two campuses of the school. Total population sampling was considered because of the relatively small size population. Weighted mean and t- test were used to determine the attitudes of teachers toward research and measure the significant difference between the two groups of respondents on the attitudes toward research, respectively. The results of the research showed the following findings: (1) The teacher respondents’ attitudes toward research in terms of a) Research Usefulness-Strongly Agree b) Anxiety-Agree c) Positive Research Predispositions-Agree. (2) The results further showed that that there was no significant difference in the assessment of the two groups of respondents on the attitudes of teachers toward research. (3) An orientation program on basic and action research writing was formulated out of the results of the study. The research was focused only on the attitudes of teachers toward research in terms of research usefulness, anxiety, and positive research predispositions. The result of the research was a big leap in nurturing the teachers to the world of research, thus rooting out the source of some problems in the classroom and school setting.

Keywords: attitudes toward research, anxiety, positive research disposition, research usefulness

DOI 10.5281/zenodo.10686299

Acceptability and Nutritional Value of Dragon Fruit Peel and Banana Peel Condiment

RIZALYN D. MAUNAHAN, MAEd

Teacher III

Bubuyan Integrated School

Calamba Division, Region IV-A

Abstract

This study was conducted to develop a condiment made of dragon fruit peel and banana peel. It sought to find out the sensory and general acceptability and analyzed the nutritive value of the developed condiment. Experimental research design product development was used. Using sensory rating scale with nine-point hedonic scale, there were 40 students who served as evaluator in terms of sensory and acceptability. On the other hand, the moisture, ash, crude fiber, crude fat, and crude protein was determined by the First Analytical Services and Technical Cooperative (F.A.S.T.) Laboratories, Los Banos, Laguna, while the phenolic content and antioxidant activity was analyzed at Laboratory, National Institute of Molecular Biology and Biotechnology (BIOTTECH), University of Philippines Los Banos, Laguna. Results shows that the three proportions (75%DFP - 25%BP, 25%DFP - 25%BP, and 25% DFP - 75%BP) of condiments out of dragon fruit peel and banana peel, sample A (75% DFP - 25% BP) has the highest mean score in terms of appearance, texture, and taste. Likewise, sample B (25% DFP - 25% BP) has highest mean score in terms of aroma. Also, the DFP and BP has no nutritive value moisture of 88.3, ash of 2.16, protein of .0854, fat of 0.153, and crude fat of 1.50. As to the phenolic content and antioxidant capacity, results showed that the dragon fruit peel and banana peel condiment (Sample A) had lower radical scavenging activity compared to ascorbic acid in all concentrations tested. Thus, ascorbic acid has a lower EC50 value of 23.38 ug than dragon fruit peel and banana peel condiment phenolics. The condiment is not as good a product as the existing condiments. Most reactions of respondents showed that the texture was not fine compared to the existing condiments. The strong aroma of condiment has a sting effect. It is recommended that the developed condiment made of DFP and the BP is not recommended for people's diet. Another study and test should be conducted to find out its usability and marketability.

DOI 10.5281/zenodo.10686368

Project ABC to fight Sexual Abuse and Child Exploitation

Ivy B. Cellan, LPT

Teacher III

Gun-ob Elementary School

Lapu-Lapu City Division, Region VII

Sexual violence masked the society where we live in. It is common for children to experience emotional, physical, or sexual abuse, yet few or, worse, no disclosures of these abuses are made. Educators are alarmed and concerned about behavioral changes that could jeopardize the secure and healthy learning environment in academic institutions due to the changing behaviors of Generation Z and Generation Alpha pupils in elementary schools mixed with the negative impact of uncensored social media platforms. Project ABC (Anti-Bullying Campus) at Gun-ob Elementary School in Lapu-Lapu City Division, led by its guidance designate, has been carefully designed to infuse a safer school environment where education is safe for everybody.

GES’s Project ABC in cooperation with the Learners’ Rights and Protective Office (LRPO) launched a campaign and advocacy program to fight child exploitation in school and community. It is basically a classroom-based course that gives participants the knowledge and skills they need to combat sexual abuse and exploitation through extensive campaign of school rules and regulations. Classes are given downloadable presentations decks, guide scripts and session guides during their Homeroom subject.

Additionally, Project ABC is involved in creating codes of conduct and other protection mechanisms for schools. Provide schools with private, secure reporting methods. Establish a mechanism for referrals to response services, monitor and compile data on violent occurrences that occur in schools. People can recognize the behavioral, emotional, and physical indicators that may point to child abuse by using identification and awareness prevention measures, which help to raise the general public's, educators', parents', and communities' understanding of child abuse.

Also, learners can be empowered and taught about their rights, boundaries, and appropriate routes for aid in the case that they encounter abusive situations through education. When children are taught about personal safety and the importance of speaking up, they will be better able to protect both themselves and others. For instance, student leaders who are properly mentored by ABC Team Leaders come together to become ABC Troopers.

Educational campaigns and other preventive measures can concentrate on treating the root causes of child abuse, which include academic stress, misbehavior, anti-social elements, and inadequate parenting abilities. Communities can try to stop abuse before it starts by encouraging good parenting techniques and support networks. By using strategies for reporting and responding that encourage the reporting of child abuse to the proper authorities. When abuse is suspected, educators, medical professionals, and community people who are knowledgeable about child protection laws and reporting guidelines are more likely to act quickly and decisively.

It is the right of students to receive an education in a secure environment. It is important for academic institutions to address abuse and violence without bias or exclusion. Prioritizing efforts in all school levels should go toward bolstering anti-bullying values as well as against online sexual abuse and exploitation. Students are better able to concentrate and study in the way that children learn when they feel safer in the classroom.

DOI 10.5281/zenodo.10691264

LANGUAGE TEACHERS’ STRATEGIES IN AN ORAL CORRECTIVE FEEDBACK

Authors:

Robaina K. Dima Aliyah U. Ibrahim

Hamida K. Mohammad

Illana Bay Integrated Computer College Incorporated

Co-authors:

Dr. Abegael B. Billoso, RN, PhD

Head of Academic Affairs, Illana Bay Integrated Computer College Incorporated

Mary Thallasah Nicole T. Alava, MAELT Thesis Adviser

Mindanao State University-Maguindanao

Introduction

Oral corrective feedback refers to comments made by a teacher or an interlocutor on errors in speech production by second language learners (Li, 2021). Corrective feedback has mostly been studied in the literature as an important aspect of classroom training (Lyster et al., 2013). Correcting students may be important, but it is also considered potentially harmful because it might damage learners' receptivity to learning (Ellis, 2013). In addition, giving feedback to students is one of the most time-consuming duties that teachers have in the classroom (Fatemipour et al., 2010).

In Saudi Arabia, a study was conducted to investigate the beliefs of Taif University’s teachers of English as a Foreign Language (EFL) about their feedback practices and their perception of the impact that these practices have on students' performance. The results showed that the participants allocated highest preferences to the techniques of elicitation, repetition and recast and frequently used it in the classroom (Alkhammash & Gulnaz, 2019). Likewise, a study at Universitas Negeri Padang, Indonesia examined the strategies used by English teachers in providing oral corrective feedback on student speaking performance, as well as the reasons why English teachers prefer to use specific strategies in providing oral corrective feedback on student performance (Siska et al., 2018).

In the Philippines, a study was conducted to assess the different methods of oral corrective feedback utilized by oral communication teachers and chosen by students, as well as the level of efficacy and differences in the level of effectiveness as perceived by teachers and students. One of the findings revealed that ignoring was the type of oral corrective feedback used by communication teachers to improve the oral communication of the students; however, it was never preferred by the students because they wanted their errors to be corrected (Quinto, 2020).

In the Municipality of Parang, Language Teachers utilized different oral corrective feedback in students' oral production, notably in higher educational institutions. To correct students is a challenge that these teachers must take on in order to help students recognize and eliminate errors. However, there are instances that some Language Teachers are not mastering the art of corrective feedback strategies, which leads to unintentionally hurting the feelings of the students. The attitudes towards oral corrective feedback, types and timing of feedback are some of the foremost concerns of the Language teachers and students.

The researchers moved towards the readings on the literature regarding the lived experience of Language Teachers' strategies in oral corrective feedback, yet found less information. Therefore, this study is relevant and timely and must be pursued to do more regarding this issue.

Methodology

This research utilized phenomenological approach to describe the experiences of the language teachers in using strategies for oral corrective feedback. According to Creswell (2013), the phenomenology approach is a qualitative research method that emphasizes the shared experiences of a group of people. In this design, different lived experiences, challenges and coping strategies of language teachers in an oral corrective feedback were uncovered.

This study was conducted in three selected Higher Educational Institutions in the Municipality of Parang, Maguindanao Del Norte, BARMM, namely: Illana Bay Integrated Computer College Incorporated, Shariff Kabunsuan College Incorporated, and Parang Foundation College Incorporated. The participants of this study are six (6) Language Teachers who were selected using purposive sampling technique, a non-probability method of obtaining a sample in which researchers use their expertise to select specific participants who will help the study achieve its goal. Further, this study utilized open-ended questionnaires as research instrument.

In qualitative research, interviews are conducted primarily. It occurs when researchers pose open-ended questions to one or more participants and frequently use audiotapes to record their responses, allowing for more consistent transcription. The researchers sent letters to the participants' school administrators and collaborated in order to conduct a study. In addition, the data collection and analysis process can be divided into two major steps: the event itself (data collection) and everything that happens afterwards (data analysis).

DOI 10.5281/zenodo.10695421

THE EFFECTS OF FARMING IN THE ACADEMIC ACHIEVEMENT OF STUDENTS: A COMPARATIVE STUDY BETWEEN FARMING AND NON-FARMING STUDENTS IN QUINAPONDAN NATIONAL HIGH SCHOOL

LEA SONORA D. ASEBIAS

CARMELA E. GUASIS

FREYA N. YODICO

DR. ALIROSE A. LALOSA

Eastern Samar State University

CHAPTER I

INTRODUCTION

Food is a basic necessity and agriculture is one of the major sources of our food. To live and to work we all need energy and we get energy through the food that we consume. Agriculture impacts society in many ways, including supporting livelihoods through food, habitat, and jobs, providing raw materials for food and other products also building strong economies through trade. Farming is one of the activities of agriculture that helped humanity to survive and strive since the beginning of time. According to the vocabulary.com (2023) farming is the act or process of working the ground, planting seeds, and growing edible plants. Also, describing raising animals for milk or meat as farming as well. Farming is a great way to describe the lifestyle and work of people whose jobs are in the agriculture industry. Many people depend on farming and on the production of essential food crops to earn a living. There are different farming activities that is being worked on by farmers, just like planting rice, animal farming, crop yielding, aquaculture and any more. Animal farming/husbandry according to the Cambridge dictionary (n.d.) is the farming or raising of animals for food such as meat, eggs, and milk. While aquaculture is breeding, raising, and harvesting fish, shellfish, and aquatic plants. Basically, it’s farming in water according to the National Oceanic and Atmospheric Administration (NOAA) (2023). As farming has become the primary source of food as well as livelihood and job to those who are in the agricultural sector. It is also has become the bridging activity made by students who are coming from agricultural families who most likely rely of their farms for income. With such aspect some of the students who are engaging into labor has been performing well but majority of which are struggling when it comes to their academic success. According to the study result of Russell, S. & Elder, G. (1997) children from farm families in rural America show higher academic performance due to high parental involvement and leadership in the local community. Meanwhile in the case study of Punjabi Sikh farm families settled in California by Gibson (1987) immigrant youths from working-class background can often achieve better academic success rather than non-immigrants students, especially when receiving all their schooling in their new homeland. Furthermore, students who do their school work in a farm setting significantly improves learning results and experiences, as pupils experience as easier and more effective in a more authentic learning environment according to Smeds, P. et al. (2015). There is also a notable aspect that also should be taken into consideration that could potentially be an aspect of the academic success of a farming student which is their classroom engagement. As defined by Berstein (2022) classroom engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education. Also, according to his written article classroom engagement involves three domains, behavioral engagement, emotional engagement and cognitive engagement which were cited in his work according to National Association of Independent Schools (NAIS). Behavioral engagement is focusing on participation in academic, social, and co-curricular activities, while emotional engagement is focusing on the extent and nature of positive and negative reactions to teachers, classmates, academics, and school, and cognitive engagement is focusing on students’ level of investment in learning. In the Philippines it could likely be another thing. In a study conducted by Jadia, E. et al. (2023) in a public secondary school in San Jose District, revealing that the academic performance of working students is related to the nature of their work and they use coping-mechanisms. Another study made by Canete (2019), founded out that most of the educational attainment of the farmers' children were elementary level, followed by the secondary level. Nevertheless, there are some farmers' children who were able to finish college and became professionals. These are the things that the researchers would like to uncover for them to see if there could be a possible effect of farming activities/work which is being made by the students to their academic performance.

STATEMENT OF THE PROBLEM

This study aims to identify the effects of farming in the academic performance of students, comparing its effects to farming and non-farming students. Specifically, it sought to answer the following problem statements:

1. What is the demographic profile of the respondents in terms of their academic performance or General Weighted Average (GWA)?

2. What is the level of engagement of the respondents in farming in terms of:

2.1 Number of hours spent in farming activities; and

2.2 Number of hours spent in studying at home after doing the farming activities.

3. What type of farming activities does the respondents do in terms of:

3.1 Planting rice

3.2 Crop yielding

3.3 Animal farming

3.4 Aquaculture

4. What is the level of classroom engagement of the respondents in terms of:

4.1 Cognitive engagement

4.2 Behavioral engagement

4.3 Emotional engagement

5. Is there a significant relationship between the level of engagement of the respondents to their level of classroom engagement?

6. Is there a significant relationship between the level of engagement of the respondents into farming to their academic performance?

7. Is there a significant relationship between the farming activities done by the respondents and their academic performance?

8. Is there a significant difference between the effects of farming to the academic performance of the respondents in both farming and non-farming students?

DOI 10.5281/zenodo.10695663

ASSESSMENT OF THE FACTORS IN CHOOSING THE COLLEGE COURSE OF THE FIRST YEAR’S STUDENTS UNDER THE COLLEGE OF ARTS AND SCIENCES AT CAVITE STATE UNIVERSITY

Capague, Donita S., Jamias, Gino Louise., Mag-apan, Gary., Mayang, Princess Erica B., Mercado, Jan Gabrielle,. Savilla, Jayson

Cavite State University – Indang Campus

Abstract

This study aims to assess a first-year student's demographic profile and factors influencing college course selection under CAS, using scientific methodologies, statistical analysis, and survey questionnaires to gather data on previous senior high school courses. The study "Assessment on The Factors in Choosing the College Course of the First-year Students under CAS" aims to understand the factors affecting first-year students in choosing their college course

Keywords: College course, Frequency distribution, Factors, k to 12 programs, Percentage.

INTRODUCTION

Education is an essential issue in one's life. It is the key to success for a person and many possible life opportunities. It is also one of the known answers for the person or a whole country to eliminate poverty and further advance health, technology, peace, and quality of life. Many people believe education is the key to an individual's success, especially Filipinos who place great importance on our education (Al-Shuaibi ,2014).

According to Corazon et al. (2020), some students become anxious and lose interest in pursuing higher education when there is a gap between high school coursework and university courses. On the other hand, for students that are still pursuing their college degree, Ouano et al. (2019) concluded in the study that institutional factors that influence student's college decisions include location, educational facilities, cost, and employment opportunities.

OBJECTIVES OF THE STUDY

The study aims to assess the Factors in choosing the college course for a first-year student under the College of Arts and Sciences. Specifically, This study aimed to assess the demographic profile of the respondents in terms of Sex by birth, Age, Senior High Strand, and College course and also, to assess the factors in choosing the college course of first-year students under CAS.

METHODOLOGY

This study used a quantitative-descriptive survey via questionnaire, of which copies were distributed to the student-respondents. This is to assess the students to the factors that affect their choosing course in their college, the factors such as (i) student-related factors (ii) peer pressure, and (iii) future job opportunities.

This study utilized two-stage Stratified Sampling techniques to select the respondents. Two Two-stage stratified sampling is selecting respondents by separating the population into groups or strata considering the demographic profile of the respondents and the factors in choosing the college course of the first-year students under CAS. The dichotomous scale measures the factors in choosing the college course of first-year students under the College of Arts and Sciences since the focus of this research is to assess the experience of a 1st-year student in choosing their preferred college course.

DOI 10.5281/zenodo.10696381

Exploring Zoom Technology in the Arabic Language Teaching Pronunciation Skills: Basis For Instructional Support Materials

Fatimah M. Pango

Graduate Student

MAED-EM (Master of Arts in Education Major in Educational Management)

National University, Manila, NCR

A Thesis Presented to the Faculty of the Graduate Studies College of Education, Arts, and Sciences National University Manila

In Partial Fulfillment of the Requirements for the degree Master of Arts in Education Major in Educational Management

ABSTRACT

Pango, Fatimah M.. (2023). Exploring Zoom Technology in Arabic Language Teaching Pronunciation Skills: Basis for Instructional Support Materials. Manila City. National University. Unpublished Graduate Thesis.

Pronunciation is one of the most essential language-learning skills since it makes communication possible. Arabic language learners grow increasingly around the globe, but not all can easily access to practice speaking the language, especially the pronunciation. Thus, technology is one of the tools for learning a foreign language. Hence, Zoom technology enhances the learning experience of the students. In this study, the researcher aims to see the effect of Zoom technology on Arabic language learners’ pronunciation. A quasi-experimental research design with pre-test, post-test, and interview was used in this study. A total of 50 adult Beginner students were selected and categorized into two groups: Non-Zoom technology (controlled) and Zoom technology (experimental). Paired T-test was utilized to scrutinize the numerical data, while Thematic Content Analysis was adapted to analyze the verbal feedback of the students. Results revealed a significant difference in the test scores when both groups were compared. Therefore, using Zoom technology as a learning platform was efficacious for students to elevate their pronunciation skills. Students, however, have positive feedback to its assistance in their pronunciation Henceforth, the study concluded that Zoom technology effectively taught Arabic pronunciation at Dar Ashifa’a Qur’aan Learning School. Further implications were discovered and discussed.

Keywords: Pronunciation, Arabic, Zoom technology, Distance Education, Technology, Arabic Learners, Classical Arabic

INTRODUCTION

This chapter presented the background of the study, its problems, hypothesis, theoretical framework, conceptual paradigm, scope and delimitations, significance, and definition of terms.

Learning a foreign language requires four skills: reading, listening, writing, and speaking. Speaking a language accurately is to pronounce the words correctly. Many students are having challenges pronouncing the words of the foreign language. One of those interesting languages is the Arabic language. People worldwide are eager to learn this unique language as some grew up in the Middle East, it is a job requirement, or some are just interested in exploring Middle Eastern culture. As for the Muslims, it is required for them, as this is part of their religion to implement in their Islamic practices and prayers. Learners grow increasingly around the globe, but not all can easily access and practice speaking the language. In that case, the discovery of the technology was used to accommodate what students needed and wanted. One of the technology tools used to learn Arabic pronunciation is Zoom. Teachers and students can interact with each other through Zoom Technology in learning Arabic Pronunciation.

The importance of language cannot be underestimated because it is the vehicle of thought and communication. N. Guzacheva, (2020). One of the essential language learning skills is pronunciation because it makes communication possible. (Islam Ababneh, 2018 ). Pronunciation is one of the fundamentals of oral communication; it is a significant factor in learning a language. As Yi Fang (2022) stated, pronunciation is accepted as one of the essential elements that help people feel confident when they communicate and get their message across effectively. Pronunciation training improves speaking abilities by assisting the learners to develop clear speaking skills. (Darcy, 2018). Prashant (2018) articulates that effective communication in any language is believed to emerge with proper pronunciation, which helps in further understanding the association and use of words. Without the sound (the phonology or the pronunciation), one cannot bring the rest of language to life (Darcy, 2018). Proper pronunciation also encourages learners to use the target language more frequently and confidently (Yi Fang, 2022). Therefore, pronunciation is an essential part of communication, and without correct pronunciation, nobody can talk about the existence of efficient communication ( Nurcihan Yürük. 2020). Thus, good pronunciation means being understood. (Yulduz, 2021).

Pronunciation in Arabic language is critical in learning the language. Learning Classical Arabic, the language of the Qur’an is it is essential for Muslims worldwide because it is used for prayer, Qur’anic recitations, and other religious practices. As Ahlam Wahdan, Sendeyah Hantoobi, Said A. Salloum, Khaled Shaalan, 2020 stated, Arabic is one of the six primary languages worldwide. Its use is spread across many countries worldwide, and it is the basis of the Arab world. Some Islamic countries also use Arabic as their primary language because it is the language of the Quran. The Holy Qur’an was revealed in Arabic. Allah (S. W. T) says: “Indeed, we have made it an Arabic Qur’an that you will comprehend.” [Al-Qur’an 43:3] The above-quoted verse in the Holy Qur’an shows that the Arabic language is not merely a language of the Arabs but a language of all that must be learned to understand Islam. (Solaiman 2017). According to Fatma Yousuf Al Busaidi (2019), learning Arabic as a foreign language (AFL) is increasing worldwide.

Even so, non-native speakers of Arabic face an array of communication difficulties. Learning how to pronounce a language correctly is one of the most challenging aspects of learning a new language, and it is also one of the least popular subjects for instructors to handle in the classroom (Darcy, 2018). Technology is one of the tools for learning a foreign language. According to James Francis (2017), technology has been increasingly integrated into daily life; today’s generation of learners has grown up with technology all around them, where access to a vast collection of information is only a fingertip away. Thus, teachers and students were forced to participate in modernization, and teachers had to adapt to this new lifestyle (James Francis, 2017). Furthermore, the COVID-19 pandemic forced colleges and universities to move from in-person courses to online learning (Hodges, Moore, Lockee, Trust, & Bond, 2020). Therefore, when the effects of technology on foreign language learning and teaching are considered, the critical role of technology cannot be neglected (Yürük, 2019). Zoom Technology is one of the tools used in learning Arabic Pronunciation. As (Lederman, 2020a, 2020b) mentioned, it is not unexpected that many academics chose to use Zoom technology and other web conferencing platforms to conduct classes.

The learning of Arabic as a foreign language (AFL) is increasing around the world. As Jaafar (2018) stated, Arabic is the world’s fifth most widely spoken language, with 422 million speakers, and has undergone significant developments not only in the Arab region but also in non-Arab countries. Learning how to pronounce a language correctly is one of the most challenging aspects of learning a new language, and it is also one of the least popular subjects for instructors to handle in the classroom (Darcy, 2018). Hence, learners of Arabic face several obstacles that limit their communicative competence and delay their attainment of proficiency. As Nassima Kerras and Moulay Lahssan Baya Essayahi (2022) stated, even under normal conditions, studying the Arabic language is an immense challenge for students. Non-native speakers learners of Arabic face an array of communication difficulties (Fatma Yousuf Al-Busaidi1, 2019). According to Fatma Yousuf Al-Busaidil (2019), pronunciation-related issues are one of the distinct difficulties when the student attempts to communicate in Arabic. Many researchers contend that foreign adult learners of Arabic are likely to experience pronunciation difficulties that cause communication breakdown or hinder speech intelligibility (Shehata, 2017). Hence, the already-daunting challenge of learning Arabic is intensified even further when adding the COVID-19 complications and online learning to the equation. (Nassima Kerras and Moulay LahssanBaya Essayahi, 2022). In addition, high levels of accuracy in pronunciation are frequently difficult to achieve for non-native speakers. For those who teach Islam and are visibly the leaders of Islam or aspire to these positions, their pronunciation of classical Arabic must be impeccable. Hence, according to Afrianto (2018; Angelianawati (2019), some foreign language practitioners have studied topics related to English, the use of social media in English language teaching (Anggraeni, 2018), and the utilization of mobile applications to support language teaching (Halimah, Ibrahim, & Lustyantie, 2018). However, compared with the studies on teaching other foreign languages, mainly English, those on the Arabic language are fewer. In addition, according to Yürük, N. (2020), pronunciation is one of the main problems in language teaching and learning, and it gets little attention. Most second language learners underestimate the importance of pronunciation, considering that pronunciation is less important than other aspects of language. For these reasons, looking for and using various communicative and interactive tools helps capture and maintain the student’s attention and cannot be underestimated. Rapanta et al. (2020) explain: “Online learning and teaching involve making use of a diverse an array of tools, resources, pedagogical approaches, roles, organizational arrangements and forms of interaction, monitoring, and support—with many possible combinations of substitution and integration”. Therefore, Zoom technology is a learning tool for Arabic Language learners.

Zoom is a collaborative, cloud-based videoconferencing service offering features including online meetings, group messaging services, and secure session recording; as HyeJeong Kim (2020) stated, Zoom is an interactive audio and video program based on Cloud technology. Programs that were once used primarily for inter-company video. As with comparable platforms like Skype, Zoom offers the ability to communicate in real-time with geographically dispersed individuals via computer, tablet, or mobile device (Mandy M. Archibald et al., 2019). Even though the classes are done by videoconference, thus allowing the students to practice, ask, and interact with the teacher and classmates live, the computer screen creates an additional, unwanted obstacle, as Octavio (2021).

This study, the primary aim of this research is to see the effect of zoom technology among Arabic language learners and if this study can contribute to Arabic Language instruction in pronunciation skills.

Research Questions :

1. What are the students' feedback on using zoom in teaching Arabic pronunciation?

2. Is there a significant posttest gain in the Arabic pronunciation skills of students after being exposed to zoom-based platform?

3. Is there a significant difference in the Arabic pronunciation skills between the control and experimental group?

4. What are the features of using zoom technology as a learning platform that influenced the performance of Arabic language students?

5. What is the instructional materials maybe proposed based on findings?

Null Hypothesis

Ho: There was no significant difference between Zoom technology as learning platform pre-test and post-test scores.

Ha : There was a significant difference between Zoom technology as learning platform pre-test and post-test scores.

H0 : Non-Zoom technology was not significantly different as a learning platform pre-test and post-test scores.

Ha: There was a significant difference between Non- Zoom technology as learning platform pre-test and post-test scores.

H0: There was no significant difference between non-Zoom technology and Zoom technology pre-test and post-test scores.

Ha: There was a significant difference between non-Zoom technology and Zoom technology pre-test and post-test scores.

DOI 10.5281/zenodo.10696650

The Future is Virtual: Exploring the Impact of VR on Science Education

REXON C. TAGUINES, PHD, FHEA

Assistant Professor

Bahrain Teachers College, University of Bahrain

Technological advancements more specifically virtual reality (VR) technologies are causing a lot of alteration in many aspects of life such as in the world of entertainment, healthcare, business, engineering, and even in the field of education. Undoubtedly, VR can revolutionize the way teachers teach and the way students learn.

The current applications of VR in education include virtual field trips, remote learning, practical training, medical training, teaching students with special needs, teaching anatomy and dissection, game-based learning, virtual reality labs, collaborative learning, and aiding learning new language (10 Contemporary Use Cases of Virtual Reality in Education, 2021). These VR apps are being used in different areas of knowledge such as Arts, History, Natural Sciences, and other disciplines.

Considering the nature of science, there are many complex processes and abstract ideas that the unaided teacher finds difficult to put the ideas across to the students. Teaching science requires the use of multisensory learning but due to many factors, there are some limitations to what the teacher can provide inside the classroom. Because of these limitations, the potential of VR to provide a “life-like” experience is very promising.

Nowadays, there are many VR apps available that can be used for science education (Galadzhii, 2023). There is the Anatomyou VR, the 4D Anatomy VR, and the A Journey into the Brain in VR which can be used in teaching human anatomy and the InMind VR2 can be used to teach the different hormones. The National Geographic Explore VR and the Ocean Rift can be used as an aid in teaching concepts of Ecology and Biogeography. For Earth science, there is the Titans of Space VR and the Apollo 11 VR which are about outer space and heavenly bodies.

Moreover, Discovery VR is a multidisciplinary app with content applicable to natural sciences along with YouTube VR. The Safari Tours Adventures VR 4D can be utilized by the science teacher to provide students with unique and exciting experiences that allow them to study animals in their natural habitat. The Cleanopolis VR can be used to teach about environmental protection, climate change, and sustainability concepts. (Johnes, 2023)

Many benefits that can be derived from using VR in teaching (Pros and Cons of Using Virtual Reality in Education | LITSLINK Blog, 2019). It provides a near-life experience to students that most educators struggle to provide like exploring different places impossible to reach such as the bottom of the ocean, the peak of a mountain, and outer space by making it seem real. It generally improves the quality of students' experience which leads to an in-depth understanding of the concepts and greater retention because of its multisensory appeal. The use of VR also contributes positively to establishing student engagement primarily because students nowadays prefer gadgets and digital experiences and because VR incorporates the gaming reward system increasing students' motivation.

On the Other hand, VR undermines human interaction leading to a failure to develop interpersonal skills among the students and can also lead to some sort of addiction. VR also lacks flexibility and students cannot just ask questions unlike in the conventional classroom where the students can interact directly with the live teacher. There might be some free VR apps available, but the gadgets needed are quite expensive and require funding that not all schools can afford, causing inequalities rather than erasing them.

The impact of VR in education is multifaceted and complex. Although it has the potential to improve certain aspects of students’ engagement and mastery of the content, they also come with risks and challenges that need to be managed carefully. As educational technologists strive to discover the potential of VR in other aspects of education and become integrated into the educational system, it is important to strike a balance between the benefits and risks of these technologies to ensure a positive impact primarily among the students.

References:

Galadzhii, A., & L. (2023, April 21). The Future is Now: Best 10 Educational VR Apps. Litslink. https://litslink.com/blog/the-future-is-now-best-10-educational-vr-applications

Johnes, S. (2023, January 24). 25 Incredible VR Apps for Education: Unlocking the Wonders of Nature and Encouraging Conservation for Future Generations. https://scienceandliteracy.org/vr-apps-for-education/#15

Pros and Cons of Using Virtual Reality in Education | LITSLINK Blog. (2019). Litslink.com. https://litslink.com/blog/usage-of-virtual-reality-in-education-pros-and-cons

10 Contemporary Use Cases of Virtual Reality in Education. (2021, September 10). https://www.xrguru.com/blog/2021/09/10-ways-virtual-reality-is-already-being-used-in-education

DOI 10.5281/zenodo.10696897

Silencing the Lambs: The Aftermath of English-Only Initiatives in the United States

RONALD F. PASCUA, Ph.D.

Education Specialist

San Lorenzo Unified School District

San Lorenzo, CA

The imposition of Proposition 227 in California back in 1998 has caused various controversies on the state’s reception and attitude towards bilingualism and bilingual education. The proposition requires California public schools to teach Limited English Proficiency (LEP) students in special classes that are nearly or exclusively taught in English, leading to the elimination of bilingual classes (Kinney). This paper therefore rests on the argument that English-only initiatives, such as the Proposition 227, have brought bigger problems than solutions in the hopes of academically aiding minority students or heritage language learners. As such, there is a need to revisit and review the effects of imposing English-exclusive learning programs in many states in America. English-only programs, including the Proposition 227, have increased coercive rather than cooperative relations in educating language minority students (Mora). Hence, public policy making that limits the legitimate participation and unrecognizes the interests of minority groups is utterly destabilizing a culturally and linguistically diverse nation such as the United States. This paper is also anchored on four (4) discussion points on the aftermath of English-only initiatives in the lives of minority students (English learners) and their families; namely, the hegemony of English and its danger on native languages; the destruction of minority students’ cultural identities due to English-only programs; the proven and justified benefits of biliteracy as bilingualism’s handmaiden; and lastly, English learners’ attitudes and perspectives toward English-only policy (EOP).

Perhaps the most underwhelming and disappointing impact of English-only initiatives would be the loss of minority students’ native languages and cultural identities. Due to the need for immigrant children to overcome racial boundaries, cultural difference, and linguistic barriers to be more “Americanized,” they fall victims to the hegemony of English and the Anglo-American culture. As highlighted in a research article written by Cohen and Wickens, “English-only policies promote subtractive bilingualism where immigrant students learn English at the expense of losing their first language” (12). Immigrant students see the importance placed upon English as the status language compared to their native languages which are usually undervalued or frowned upon. Hence, they have no choice because the hegemony of English in American economic and cultural life is so pervasive (Crawford). This causes immigrant students to reject their native languages and prefer to live their lives speaking in English.

Similarly, English-only initiatives are destroying the cultural identities of English learners, or those whose native language is not English. Rachel Hazlehurst, an advocate of bilingual education writes, “If there’s a disconnect between students’ home identities…and what’s promoted by the school, students are more likely to disconnect, disinvest, and experience educational failure” (Anderson). This speaks strongly of the danger English-only policies pose not only on English learners’ education but also on their lives, as the loss of one’s native language is the loss of his or her cultural identity. Consequently, promoting English-only programs in schools negatively affects students’ relationship with their families, as they choose not to speak or communicate with their parents, since the latter hardly speak and understand the second language. Unfortunately, immigrant students always notice that although they have learned how to speak in English, they end up disowning their cultural heritage, while developing feelings of shame and prejudice towards anything related to their cultural roots (Cohen and Wickens 9).

On a positive note, instead of immersing language minority students to English-only programs, it would be more beneficial for them if their teachers would advocate for the development of their biliteracy. Experts in the field of education are also looking at biliteracy to help minority students gain invaluable academic skills and strengthen their overall language competency in two languages. Yambi found that, “acquiring literacy in the native language provides clear benefits for English learners who are learning English. This is through the use of cognates when reading for comprehension in another language” (Cohen et al. 21). Aside from the fact that it is easier to learn literacy in one’s native language, another benefit of biliteracy is, when native language literacy is developed, literacy in another language would come naturally. An empirical study has proven that biliteracy is an asset rather than a liability in both elementary and secondary levels. Giambo and Szecsi found that, “at both the elementary and secondary levels, English learners who received literacy instruction in both their native language and English performed better in English reading than English learners who were taught solely in English” (22). Above all, for me, the most striking benefit of biliteracy to minority students would be the fact that bilingual and biliterate children have more divergent and creative thinking abilities in terms of solving problems (Baker 23).

Unlike the many failures of English-only programs in the U.S., I am truly grateful to see, this time, that in terms of the discourse about bilingualism and biliteracy, there are more positive opinions and good research findings than unpleasant ones. But this may not be entirely consistent when English learners are asked about their attitudes and perspectives toward the implementation of English-only policies in their schools. For instance, Shvidko reported in her study that, “English learners both have positive and negative attitudes toward the implementation of English-only policy in higher education” (12). The result, arguably, may refute the conclusive statements from many experts in the field that English-only programs have nothing beneficial to give English learners or minority students. It is also interesting to note that the English learners who participated in Shvidko’s research agreed that the EOP in their university helped them learn more about the language and easily adjust in their new academic environment. However, the pervasive bleakness of English-only initiatives is still undeniable and impossible to cover up. English learners have more negative attitudes and cynical perspectives toward EOP than positives ones. They include, teachers’ negative reception on students who are using their first language outside the classroom, the punishments given to students when they underperform in their English classes, the unconditional character of the policy that denied learners their agency, and the lack of systematic implementation.

Issues of race, color, and culture have always been hotly debated in the United States; and the belief that minority students should only be educated in English stems from these complications. The many problems of English-only programs in America warrant critical analysis, as it is not only about the education of minority students, but the loss of their native languages and cultural identities as well. The status quo leads us to realizing the need to act on this matter and call the attention of both educators and legislators in every state to abandon the “English-only” perspective, as it has become so pervasive and detrimental in the lives of minority groups. To patch up the damages contributed by these English-only initiatives, such as the Proposition 227 in California, we need to advocate for a more inclusive and nurturing American education for minority students through the right implementation of bilingual education programs. Further, we must aim to promote the development of biliteracy even at the early years of schooling, as various research studies conclude that being bilingual and biliterate leads to academic progress. However, nothing is perfect in this world and genuine educational reforms do not happen overnight. The two main questions to answer now are, “How do we effectively implement bilingual education?” and “What languages to cater in dual language programs?” To answer these questions, we begin with the concept of accountability. To concretize accountability in the context of an effective bilingual education program, “responsibilities for student success should be clear and have been shared with all school personnel” (Villareal and Solis). This means that program leaders are well aware about the dynamics of bilingual education and share an active commitment to bilingualism, teachers feel supported in schools and are empowered to fulfill their duties and responsibilities through provisions of relevant trainings, for them to be more reflective and become action researchers, parents and other stakeholders feel welcome and play different roles (leadership, resource, decision making) in the bilingual education process. Moreover, families of students from minority groups are given a voice and space in the education of their children, free from racial judgments and biases. When all these key players become fully accountable on their roles in the implementation of bilingual education programs, English language learners in the U.S., surely, will never be left behind. Academic success will also be within the students’ reach. As regards the languages to cater in dual language programs, parents and families and even students themselves should have the final say. Effective bilingual education does not rest on entertaining bandwagons or what the majority think and feel. It works best when each student in the classroom, regardless of whether he or she is the only speaker of a specific language, is given the opportunity to develop academically in both his or her native language and English. Indeed, it is high time that we all responsibly cement the space of bilingual education in every American school!

Works Cited

Anderson, Melinda. The Costs of English-Only Education, 2 November 2015, https://www.theatlantic.com/education/archive/2015/11/the-costs-of-english-only-education/413494/. Accessed 3 September 2021.

Baker, Colin. A Parents’ and Teachers’ Guide to Bilingualism (Vol. 4). Bristol, UK, Multilingual Matters, 2014.

Cohen, James, and Corrine Wickens. “Speaking English and the Loss of Heritage Language.” Electronic Journal of English as a Second Language, vol. 18, no. 4, 2015, pp. 1-18. ERIC, https://files.eric.ed.gov/fulltext/EJ1057313.pdf.

Cohen, James et al. “Why Should a Monolingual English Speaking Reading Teacher Advocate for Biliteracy of English Learners?” Illinois Reading Council Journal, vol. 44, no. 2, 2016, pp. 20-27. Loyola University Chicago Research Database, https://www.luc.edu/media/lucedu/education/pdfs/languagematters/Sp16_Cohen-et-al_article_why_should_monolingual_teachers_advocate_biliteracy.pdf.

Crawford, James. Seven Hypotheses on Language Loss Causes and Cures, https://jan.ucc.nau.edu/~jar/SIL/Crawford.pdf. Accessed 2 September 2021.

Giambo, Debra, and Tunde Szecsi. “Promoting and Maintaining Bilingualism and Biliteracy: Cognitive and Biliteracy Benefits & Strategies for Monolingual Teachers.” The Open Communication Journal, vol. 9, no. 1, 2015, pp. 56-60. Researchgate, https://www.researchgate.net/publication/273903449_Promoting_and_Maintaining_Bilingualism_and_Biliteracy_Cognitive_and_Biliteracy_Benefits_Strategies_for_Monolingual_Teachers.

Kinney, Erin. The Controversial Passage of Proposition 227. 2018. Hamline University, Honors Thesis. Digital Commons, https://digitalcommons.hamline.edu/cgi/viewcontent.cgi?article=1085&context=dhp.

Mora, Jill Kerper. Proposition 227: Myth vs. Reality, https://www.idra.org/resource-center/effective-implementation-of-bilingual-programs/. Accessed 2 September 2021.

Shvidko, Elena. “Learners’ Attitudes toward “English-Only” Institutional Policies: Language Use Outside the Classroom.” TESL Canada Journal, vol. 34, no. 2, 2017, pp. 25-48. ERIC, https://files.eric.ed.gov/fulltext/EJ1170951.pdf.

Villareal, Abelardo, and Adela Solis. Effective Implementation of Bilingual Programs: Reflections from the Field, January 1998, https://www.idra.org/resource-center/effective-implementation-of-bilingual-programs/. Accessed 4 September 2021.

DOI 10.5281/zenodo.10700031

Experiential Reading: Innovative Program for Catch-Up Fridays

Analyn R. Sison

Teacher III

Gun-ob Elementary School

Division of Lapu-Lapu City/Region VII

Earlier this year, Catch-up Friday was implemented in public schools as enrichment strategy to student with reading gaps. It can be indeed a challenging process for educators and learners to stay widely informed and engaged in the quickly changing style of elementary education after the onslaught of the pandemic. It was evident that learning gaps and poverty were widespread in the basic education system as elementary students were mostly recorded as non-readers or with less comprehensive skills during their annual reading verification exams. Seeing this need, Gun-ob Elementary School promotes Innovative Catch-Up Fridays programs which offers a tailored approach to aid and lessen reading gaps while acting as a beacon of responsive education. Let's look at how this artistic venture is changing the way that learners interact with their surroundings with the innovative program the school has developed.

The Innovative Catch-Up Friday programs of GES is more than just reading; it's an avenue of hands-on adventure designed with experiential learning to hold children’s interest to read. This platform helps these learners build a lifelong love of reading, improving their comprehensive skills, and expand their knowledge by actively participating in varied differentiated activities.

Effective reading activities for learners who are disinterested with words requires engagement and participation. GES assessed that learners should not just hold books and papers during the reading program, instead they should love the reading activities by experiencing it firsthand. By using engaging activities such as challenging crossword puzzles, word search, scavenger hunt, online and offline gamification strategies, puzzles, interactive quizzes, students are highly motivated to actively engage in the learning process. This non-traditional method stimulates excitement and interest while reinforcing important ideas and comprehensive skills.

With the passion to help students, the means is a valuable idea for teachers trying to figure out more diverse strategies in teaching especially in enhancing their teaching practices. With carefully crafted methods and approaches aligned with the program and the current curriculum standards, GES teachers can conveniently integrate the activities in their lesson plans, providing students with a meaningful experiential learning.

Beyond the classroom the program also serves as a catalyst for bridging linkages to homes and the rest of the community. Through sharing of reflective reading experiences at home, collaborative parent-child projects, and opportunities for online feedback through online messaging platforms, students, parents, and educators come together to create a supportive learning system for an engaging 360 degree of teaching, learning, and feedbacking.

GES is continuing its progress as parents share their thoughts of how it changed the reading habit of their children at home. With children learning to love reading, a gradual change is expected for progress and excellence. As the heads look at its long-term goals, the sustainability of this enrichment program is basically in the hands of the active teachers, the supportive parents, and the rest of the engaging community.

DOI 10.5281/zenodo.10700122

Solid Waste Management in Schools: Promoting Cleanliness, Sustainability and Environmental Awareness

MARJORIE T. PULVERA

Teacher III

Gabi Elementary School

Deped-Cebu Province /Region Vii

Introduction

With the daily presents of students, teachers and staff, schools produce significant amount of waste. Everyday teachers often remind students to be responsible in throwing their trashes. However, with all the reminders still students do not follow what is being reminded into them. Solid waste management is an issue that affects not only communities but also educational institutions such as schools. It is essential in school to implement Solid waste management not only to maintain cleanliness and hygiene but also promote sustainability and environmental awareness among students.

The Challenges of Solid Waste in Schools

Schools face unique challenges in managing solid waste effectively. It includes inadequate resources for effective waste management (Prisco, 2022), the need to raise awareness and encourage compliance with legislation among the school community (Regiane etc., 2023). Additionally, poor waste collection routines and student attitude towards waste management pose challenges in school respectively. The implementation of Solid Waste management program also requires the integration of waste management concepts into the school curriculum.

Importance of Solid Waste Management in School

Environmental education in schools plays a crucial role in preparing children and adolescents to adopt practices that protect the environment and reduce public health problems associated with improper waste disposal (Molina,2021).

Moreover, teaching students about proper waste management instills environmental values and fosters a sense of responsibility towards protecting the environment. Involving them in waste reduction, recycling and composting initiatives, schools can empower them to become environmentally conscious citizens who actively contribute to sustainable development in their communities.

Effective Strategies for Solid Waste Management

Strategies to address the challenges of solid waste management in schools.

1. Waste Segregation: Motivate students and staff to follow the process of separating different types of waste materials for proper disposal or recycling.

2. Composting: Build a composting facility with the school premises to recycle organic waste into nutrient rich compost. It is an environmentally friendly way to recycle organic waste and create a valuable resource for gardening in school.

3. Educational Campaign: Organize an educational campaign and awareness-raising activities to promote responsible waste management practices in the school. Include topics on waste management into the curriculum, workshops, hand-on activities to students to strengthen learning.

4. Partnership and Collaboration: Ask support from local government agencies, non-governmental organization (NGOs) and community stakeholders.

Conclusions

Solid waste management in school is not only a practical necessity but also a moral imperative. Embracing these practices, schools can create a sustainable environment for learning, while also bring up an environmentally liable citizen. By education, collaboration and community engagement, we can build a better world for the next generation to come.

References:

Boateng, S. (2023). Solid Waste Management Practices and Challenges in Rural and Urban Senior High Schools in Ashanti Region, Ghana.

Regiane etc. (2022). Play not to generate: the challenge of an online minicourse.

Molina, R.A. (2021). Solid Waste Management Awareness and Practice Among Senior High School Student in a State College in Zamboanga City, Philippines.

DOI 10.5281/zenodo.10705536

Effects of In-Service Training on the Knowledge Skills and Attitudes of Nurses

JENNY D. AQUINO, RN, MAN

Nurse II / Training Specialist

Urdaneta City University/ Conrado F. Estrella Regional Medical and Trauma Center

Region I

Chapter 1

Introduction

Background of the Study

The need for in-service training for nurses cannot be underestimated. It is necessary to enhance work performance and motivation in their field. The absence of in-service training will retard the professional growth of nurses as well as the missing gaps between demands and achievement levels. In-service seminars allow activities that include seminars, training, conferences, updates, workshops, and classes that are designed to develop and improve nurses within the organization. To meet the global needs of nurses, in the international aspect, it is imperative that in-service Enhance expertise and knowledge through training nurses.

Nursing in-service education and training with the development of knowledge, skill, and attitude results in the improvement of nursing activity and thus improves the health care in society. If the education is planned and implemented correctly, it affects the patient care. The knowledge of nurses should be updated. As the core of the activities of nurses, as the staff who know care is focused on humans, investment in continuing education is essential for nurses' competency in organizations (Eslamian et al., 2015).

Training aims to enhance fundamental skills and strengthen nurses to better cope with the challenges they encounter. All indications emphasize the significance of training, with no indication suggesting a call to diminish

the nursing workforce. Essential health and safety training is vital as it fosters collaboration between employers and employees, aiming for a shared objective: to establish a safe and secure workplace that guarantees the well-being and prosperity of all individuals involved.

According to Taylor (2022), training staff is essential in healthcare to ensure the safety of people receiving and giving care and maintain high-quality standards. Training staff helps engrain the necessary behaviors, attitudes, skills, and knowledge to deliver high-quality, safe, patient-centered care. It allows them to take the proper steps to prevent risks and prepares them to respond correctly should a risk emerge while delivering care. This helps keep everyone safe from harm. Staff training is necessary in healthcare, and getting the training program right impacts the performance of the entire nursing service.

With the proper training, there is a greater chance that something (minor or significant) could go right. This could put people at serious risk of harm. Providing staff with training on effective communication, handling individuals with behavioral challenges, and supporting them in achieving personal goals are just a few instances of how a well-structured training program enhances the quality of care for individuals and throughout care services. Measuring impact is critical to ensuring effective and efficient services and demonstrating their impact on patients and the wider society. Impact analysis is crucial to recognizing, quantifying, and implementing essential changes to the nursing profession. By analyzing what is effective and identifying areas for improvement, we gain insights into enhancing our practices. Nurses are dedicated to advancing patient care, and impact analysis assists us in this continuous commitment to improvement. (Fox, 2013).

They are sustaining ongoing education within a clinical setting challenges every healthcare organization. Even though 75% of executive officers worldwide mentioned that a proficient, knowledgeable, and flexible workforce ought to be a priority for the government, priority, there needs to be more Proficient and adequately trained personnel in healthcare settings that are prevalent in numerous regions worldwide. There is a need to raise awareness that education continues once people are in the middle of their professional careers. Due to the constant evolution of the healthcare industry, technologies deemed optimal practices today can change drastically in just a decade. This underscores the need for care providers to consistently stay abreast of new techniques and technologies, expanding their knowledge and skills. Continuous education is a desirable option and a crucial requirement for every healthcare professional aiming to deliver high-quality patient care. The healthcare industry is very competitive, and clinical institutions must provide an ever higher quality of care – while staying within budget. A skilled and motivated staff that provides a significant competitive edge. (O'Grady, 2017).

The healthcare industry is constantly evolving, and healthcare professionals need to keep their knowledge and skills up-to-date to provide the

best care for their patients. Allocating resources to employee training and development is essential for

Healthcare organizations. In today's digital age, many tools are available to healthcare organizations to facilitate collaboration and knowledge sharing in their training programs. These tools can help healthcare professionals to access and share information quickly and efficiently. The cooperation and exchange of knowledge are pivotal in improving it. Healthcare organizations can foster a collaborative culture that encourages practical training and development by utilizing various tools and techniques. Providing incentives and encouraging continuous learning can further enhance collaboration and knowledge sharing among healthcare professionals. Ultimately, healthcare organizations can invest in collaboration and knowledge sharing to ensure their employees have the skills and knowledge. So, they provide high-quality patient care (McGregor, 2023).

A survey in India dealt with understanding the effectiveness of training among nurses. The nurses working in private multi-specialty hospitals must have a Diploma in General Nursing and Midwifery and a BSN. Courses that have undergone three on-the-job training have been chosen for this study. The study has sampled 100 respondents using purposive and judgment sampling techniques and constructed by the researcher. The questionnaire was made up of three-point scales, namely high, medium, and low. A discussion was also conducted with the respondents to collect primary data. The secondary data have been recorded from books, journals, and websites to add significance to the study. The result found that the training had a low effect on the factors, self-motivation, positive attitude, ability to carry out multiple works simultaneously, and ability to apply knowledge gained from the subject in work. Suitable suggestions have been given to improve the effectiveness of the training program. (Rajan, 2015)

Taylor (2022) studied the impact of e-learning courses on nursing staff knowledge and practice. The majority of participants agreed that the courses met their objectives and goals. In contrast, only one participant stated that the goals and objectives were unmet, and two others have yet to respond. The staff answers reflected that communication skills and administrative skills were the skills that improved the most as a result of the e-learning courses. In contrast, the least improved skills were IT skills, as noted by the participants.

Regarding the impact of the courses on enhancing performance in nursing activities, nearly half of the participants indicated a high level of effectiveness, while the remaining half was evenly divided between those who found it moderately effective and those who saw it effective. Participants rated the courses as entirely beneficial and rated the classes as excellently achieving the objectives about work requirements.

The study's overall results reveal a positive impact of e-learning courses on the participants' satisfaction since most participants agreed that the courses had met their goals and objectives, except for one participant who stated that they were more on the theoretical aspect. Thus, the objectives of the courses still needed to be met.

Niu et al. (2022) conducted a study on The impact of simulation-based training on the Proficiency of military nurses was assessed. The findings indicated the effectiveness of simulation-based interventions in enhancing various aspects of military nurse competency, encompassing individual knowledge, skills, critical thinking, team communication, collaboration abilities, and competency enhancement and maintenance. Simulations effectively trained newly graduated military nurses, supported daily work, and prepared nurses for deployment. Further research is warranted to evaluate other competency training aspects for military nurses, pre-deployment training, and the utilization of alternative simulation methods. Identifying suitable simulation training approaches for the diverse competencies of military nurses remains crucial.

Chen et al. (2022) evaluated the effects of the competency-based training (CBT) model in the clinical training of new nurses to provide insights into the management of nurses. Meta-analyses indicated that CBT improved Proficiency in clinical nursing care, critical thinking, innovation, interpersonal communication, and professional growth and development: comprehensive knowledge and good personal traits. Selecting effective methods for evaluating the quality of pre-job training is crucial to ensure standardized improvement in the competence of newly recruited nurses. Assisting them in quickly adapting to their roles and becoming proficient, high-quality nursing staff are vital concerns for clinical nurse managers.

This study sought to assess the effectiveness of a standardized clinical training program for nurses in Vietnam. Results suggested that the program had the potential to enhance and standardize nurses' competencies in the country. Further research is required to more precisely investigate the specific impact of standardized clinical training in improving nurses' competencies (Horii, 2021).

D’Suoza et al. (2021) evaluated the effectiveness of an EBP training program on nurse educators' knowledge, attitude, practice, and competency. Evidence-based practice (EBP) integrates the best available clinical expertise, patient preferences, and available evidence is crucial. Essential for optimizing clinical outcomes. To proficiently showcase evidence-based practice (EBP), it is imperative to systematically integrate EBP into the nursing curriculum, with nurse educators playing a crucial role in its implementation.

In the study of Eslamian et al. (2015), most of the participants' remarks were about the fact that their attendance to in-service training had no quality outcome due to their working shift being parallel to the training, having night shift before the training, and being involved in familial responsibility. They also pointed out the existing obligation to attend training and the need for more relation between the training and their needs. Almost all the participants pointed out inadequate nursing personnel as an indirect element reducing the expected quality of these educational courses. Based on their experience, the participants mentioned tiredness of personnel due to working shifts, high number of night shift personnel in in-service training, lack of concentration among night shift personnel in the classes, increased educational and work-related pressure imposed on the personnel, familial responsibilities, and many other factors as the existing problems in this context. About a lack of preparation for learning,

Germossa et al. 2018 cited that in-service educational programs improved nurses' knowledge and attitudes regarding pain management. Nevertheless, education levels and nursing practice standards may vary within and between countries. For example, almost half of nurses in Ethiopia practicing in public hospitals lack adequate knowledge of pain.

Although Ethiopian nurses may have different training backgrounds, they hold the same position and have the same bedside responsibilities. The level of nurses' knowledge and attitudes regarding pain is directly linked to their training during pre-service education. However, curriculum reviews indicate a need for more emphasis on pain during pre-service educational programs, and 50% of recently graduated nurses in Ethiopia need to gain adequate knowledge of pain management. Nurses can also acquire further understanding of pain through work experience, in-service education, and interaction with colleagues.

In-service training programs for nurses are crucial in cultivating and enhancing the skills necessary to deliver high-quality care. This study assessed the impact of introducing an in-service training program on nurses' performance caring for patients undergoing Whipple surgery. Following the implementation of the in-service training program, there was a notable enhancement in nurses' understanding of procedures associated with the care of patients undergoing Whipple surgery, and this improvement was statistically significant. The research also demonstrated a statistically significant connection between knowledge and practical application following the program's implementation. In light of these results, one can infer that the initiation of an in-service training program has benefited nurses' understanding and implementation of care for patients undergoing Whipple surgery (Mahmoud et al., 2020).

In their study, Salim et al. (2020) discovered the effectiveness of in-service education. Pain knowledge and attitudes demonstrated improvement following the educational session. Although nurses in the experimental group achieved higher scores in the post-test, they still did not reach the passing score of 75%. Additionally, there was a significant increase in knowledge scores. The study concludes that well-organized in-service education sessions have the potential to enhance knowledge and influence positive changes in attitudes. Given the effectiveness of in-service training, it is recommended for incorporation into daily nursing practice.

Employee training programs have always been necessary even in this post-pandemic, hybrid work world. What training challenges are they facing? Moreover, are they happy with the training they are getting? A 2022 survey on the difficulties showed that Among employees who have undergone training provided by their current company, 75% express satisfaction with the training. While this statistic is positive, there is still room for improvement. Some challenges encountered include needing more time for training, difficulties understanding the content, a dispersed workforce, outdated or boring content, irrelevant training, and poor interaction (Koumparaki, 2023).

As per the Center for Management and Organization Effectiveness, 2023, the cornerstone of a hospital's value lies in its employees. However, fostering professional growth and development is an ongoing process and requires strategic planning. This fact is especially actual when addressing various challenges in training and development. Employee motivation and productivity largely rest on how a hospital navigates common obstacles, such as organizational changes, minimal emphasis on developing leadership skills, failure to prioritize training and development, training inconsistencies, inadequate opportunities to apply learned skills, lack of successful conflict resolution, disconnection from the value of ongoing training, poor tracking of training impact, measuring effectiveness and value of training, and designing modules for a diverse audience.

Chaghari et al. (2017) noted that education plays a crucial role in aligning organizational goals with the organization's and its workforce's interests. Training stands out as a critical element fostering increased efficiency among staff and organizations, serving as a significant investment that paves the way for internal promotions and staff development and the success of organizational plans. In-service training is an investment in achieving productivity and employee retention through providing career development and job satisfaction in the long run. Training programs are essential for the survival and viability of the organization in the competition arena.

Norushe et al. 2020 cited that Nursing is a dynamic profession subject to rapid changes in healthcare provision, hence the need for in-service training programs for nurses. Newly hired registered nurses need ongoing in-service training to remain with the latest developments and advancements in nursing practice. The researcher observed that sure recently appointed registered nurses needed to gain more competence in various responsibilities, possibly due to a knowledge gap regarding new developments or specific procedures. In certain institutions, newly hired registered nurses on probation reported going without in-service training for six months or more, despite the expectation for them to carry out their tasks efficiently. Considering the dynamic nature of nursing as a profession, characterized by rapid changes in healthcare delivery, the importance of in-service training programs for nurses becomes evident.

DOI 10.5281/zenodo.10714709

The Education in a New Chapter

Ryann Christoper G. Hermoso, MAEd

Teacher II

Bartolome Sangalang National High School

Region III

It’s almost the end of the academic year 2019-2020 where all of the stakeholders celebrate the success of the students’ hardships, sacrifices of the parents, and teachers but in January 2020 the first case of COVID-19 was declared and recorded in our country. Since then, a number of cases arises, the government imposed a temporary locked down in the middle of March 2020.

It caused many impacts in various aspects of the country. The education sector was one of the affected departments. I recall being in a private school during that time. A bell rang unusually and announces the cancellation of classes due to the risk of COVID-19. We, teachers and students, were shocked but teachers started to packed up paper works that can be done in-home during the said weeks. However, the two weeks have been abruptly extended for two months. Administrators, instructors, students, and parents immediately altered how meetings were handled. It transitioned from a face-to-face situation to a digital context.

Not everyone can use gadgets or control software programs. Previously, some exclusively used Facebook Messenger to interact with friends and relatives, but when Covid-19 assaults, many electronic programs have been utilized for meetings because of its convenience to connect with co-employees. Despite possessing laptops, smartphones, and other gadgets, internet connectivity became also a challenge. Different telco firms provide load, data, and connections; however, communication is hampered due to the community's remote satellite. It's been a major adjustment for everyone. Everything went digital all of a sudden. Distance learning was once only available through higher education institutions, but it is now used by the Department of Education. Since we are in a third-world country, there has been a rapid transformation in Philippine education. The transition from daily reporting to the school to alternating work arrangements was a big one. Previously, seminars were held in person, but this has evolved to webinars, which are held online. Teachers are primarily interested in teaching in a four-corner classroom, but they are now teaching at home and conducting virtual classes using a variety of online platforms. Furthermore, educators are not limited to utilizing a single platform for teaching and learning because students can choose any modality they like. Modular print, modular digital, online learning, blended learning, and the use of televisions and radios as supplemental material are all possible. Teachers, particularly experienced teachers, grew more and were willing to learn and use new technologies and software programs to create learning management systems. One thing is that teaching computations with traditional chalk and board is difficult—in the past, teachers used chalk and chalkboards, but now the virtual whiteboard is being used similarly to a jam board.

The finest teacher is experienced. Students can use their knowledge and science skills in laboratory lessons, which makes teaching them fun. However, because of the pandemic, access to the wet laboratory has been restricted, and performing laboratory experiments has been prohibited. However, technology is always advancing, which is why a dry laboratory is currently used.

People all over the world are run by technology. While technological advancements have made countries safer and our lives easier, they have also harmed our lives. Due to technology, our lives become better and more convenient. Before libraries are just contained in a room but now it becomes digital where you are able to access them online. It gives a new face because of technology.

Teachers cannot be replaced by technology at this time of pandemic because they can download, use, and manipulate it. It shows that teachers are not only good in traditional teaching but better teachers in a new way of educating students.

Despite its status as a third-world country, the Philippines' education sector faces pandemic-related problems in maintaining its ability to provide high-quality education. It only proves the saying that “Nothing can be a hindrance to education and to the better future of the youth of this nation.”

DOI 10.5281/zenodo.10714855

Advantage and Disadvantage of AI in Educational System in the Philippines

Alimar E. Aquino
Teacher I
Tibag Elementary School Schools

Division of Nueva Ecija

The integration of Artificial Intelligence (AI) into the educational system in the Philippines has both advantages and disadvantages, significantly impacting the learning environment and teaching methods.

AI technologies can provide a personalized learning experience by tailoring educational content to each student's unique needs, learning pace, and preferences. This personalized approach can improve student engagement and comprehension. AI algorithms can analyze student data and performance to create customized learning paths tailored to individual needs. This helps students learn at their own pace and style, improving overall academic performance.

AI-powered tools can assist teachers in creating interactive and engaging learning materials, automating administrative tasks such as grading and feedback, and enabling more efficient assessment processes. This allows educators to focus on teaching and mentoring students. AI-powered educational platforms provide teachers with innovative tools to create interactive lessons, automate grading, and provide real-time feedback to students. This improves teaching effectiveness and efficiency.

AI can help bridge the gap in access to quality education by providing online learning platforms and resources to students in remote areas or those with limited physical mobility. It also facilitates lifelong learning and upskilling opportunities for individuals of all ages. AI technology enables remote learning, making education more accessible to students in remote areas or with physical disabilities. It also offers opportunities for lifelong learning and upskilling.

AI systems can analyze vast amounts of educational data, providing insights into student performance, learning trends, and areas needing improvement. Educators and policymakers can use this data to make informed decisions about curriculum development, teaching strategies, and resource allocation.

The automation of certain tasks through AI in education may lead to concerns about job displacement among educators. While AI can complement teaching practices, there is a risk that it could replace the need for human instructors in certain roles, potentially impacting employment opportunities in the sector.

AI algorithms are only as unbiased as the data they are trained on. If the training data contains biases or inaccuracies, AI systems can perpetuate inequalities in the educational system. This could lead to unfair assessments, limited opportunities for marginalized students, and challenges in achieving a truly equitable education system.

The collection and analysis of student data by AI technologies raise privacy concerns regarding the security, confidentiality, and potential misuse of sensitive information. It is essential to implement robust data protection measures and ensure transparency in how student data is collected, stored, and utilized. Relying heavily on AI in education may lead to a dependency on technology, reducing critical thinking skills and creativity in students. Balancing technology usage with traditional teaching methods is crucial to ensure holistic development.

Overreliance on AI in education may lead to a diminished emphasis on critical thinking, creativity, and interpersonal skills in students. Balancing the use of AI with traditional teaching methods is crucial to ensure that learners develop a holistic skill set that prepares them for future challenges.

In conclusion, the integration of AI into the educational system in the Philippines offers immense potential to enhance teaching and learning outcomes. However, it is essential to address challenges related to job displacement, algorithmic bias, data privacy, and the balance between technology and traditional pedagogical approaches to maximize the benefits of AI in education and create an inclusive and effective learning environment for all students.

DOI 10.5281/zenodo.10719891

The Perception of ADHD Learners and Computer-Aided Education

Alimar E. Aquino
Teacher I
Tibag Elementary School Schools

Division of Nueva Ecija

Attention Deficit Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder that affects individuals' ability to pay attention, control impulsivity, and regulate their behavior. Students with ADHD often face challenges in traditional classroom settings, which can hinder their academic progress and overall well-being. However, with the advancement of technology, computer-aided education has emerged as a potential solution for enhancing the learning experience of students with ADHD. This essay aims to explore the perception of ADHD learners toward computer-aided education, highlighting its benefits and potential drawbacks.

Benefits of Computer-Aided Education for ADHD Learners:

1. Increased engagement: ADHD learners often struggle with maintaining focus and attention. Computer-aided education incorporates multimedia elements, interactive activities, and engaging visuals that can capture and maintain their interest. This multimedia approach helps students with ADHD stay engaged, leading to improved learning outcomes.

2. Tailored learning experiences: Computer-aided education platforms often offer customizable features that allow students to adjust the pace, difficulty level, and learning style to their specific needs. This flexibility can be particularly beneficial for ADHD learners who may require a more personalized approach to education.

3. Visual organization and structure: Many ADHD learners struggle with organizing and prioritizing tasks. Computer-aided education platforms often provide clear and visually structured learning materials, which can help these students better comprehend information, follow instructions, and manage their workload.

4. Multisensory learning opportunities: ADHD learners often benefit from multisensory experiences. Computer-aided education can incorporate various learning modalities, such as audio, video, and interactive elements, which cater to different sensory preferences. This multisensory approach promotes a holistic learning experience for students with ADHD.

Drawbacks and Considerations:

1. Potential overstimulation: While multimedia elements in computer-aided education can enhance engagement, they may also lead to overstimulation for some ADHD learners. The influx of information or excessive visual/audio stimuli could potentially disrupt their focus and concentration. Thus, educators and designers need to strike a balance between engagement and sensory overload.

2. Limited social interaction: Traditional classroom settings provide valuable opportunities for ADHD learners to practice social skills and develop interpersonal relationships. Computer-aided education, particularly in remote or independent learning contexts, can limit social interaction, potentially affecting the social-emotional development of these learners. Incorporating collaborative activities or fostering peer interaction within computer-aided learning platforms can help mitigate this drawback.

3. Self-regulation challenges: ADHD learners often struggle with self-regulation and time management. While computer-aided education platforms can offer personalized learning experiences, they may also require students to take more responsibility for their own progress. These learners may require additional support and guidance to effectively utilize computer-aided education while developing self-regulation skills.

The perception of ADHD learners toward computer-aided education is generally positive due to its ability to increase engagement, offer tailored learning experiences, provide visual organization, and enable multisensory learning opportunities. However, educators and designers must consider the potential drawbacks of overstimulation, limited social interaction, and self-regulation challenges. By addressing these concerns through thoughtful design and implementation, computer-aided education can become a powerful tool in supporting the educational needs of ADHD learners, empowering them to reach their full potential.

DOI 10.5281/zenodo.10719894

Strategies for Improving Child's Participation in the Classroom

Alimar E. Aquino
Teacher I
Tibag Elementary School Schools

Division of Nueva Ecija

As an educator or parent, you understand the importance of a child's active participation in the classroom. When children actively engage in classroom activities, they not only learn more effectively but also develop crucial social and emotional skills. Encouraging participation in the classroom can sometimes be a challenge, but with a few strategies, you can empower your child to become an active participant. Here are some effective ways to enhance your child's involvement in class.

1. Establish a Positive Learning Environment: A positive classroom atmosphere is crucial for fostering participation. Create a safe space where children feel comfortable sharing their thoughts and ideas. Encourage open dialogue, respect different perspectives, and celebrate each child's contributions.

2. Use Thoughtful Questioning Techniques: Ask open-ended questions that require critical thinking and encourage students to think creatively. Avoid simple yes or no questions and instead prompt them to explain their reasoning or support their answers with evidence. This approach stimulates discussion and encourages active participation.

3. Incorporate Student Interest: Design lessons that align with your students' interests and preferences. When children are engaged in topics that excite them, they are more likely to participate actively. For example, if a child is interested in dinosaurs, incorporate dinosaur-themed activities or books into the curriculum.

4. Provide Opportunities for Collaboration: Group projects and cooperative learning activities can motivate children to participate actively. Collaborative tasks create a sense of shared responsibility and encourage children to interact and contribute to the group's success.

5. Utilize Technology: Incorporating educational technology can enhance participation by providing interactive and engaging activities. Online quizzes, educational apps, and interactive whiteboards can capture a child's attention, making learning more enjoyable and participatory.

6. Implement Differentiated Instruction: Recognize that each child learns differently and adapts your teaching methods accordingly. Offer various activities, such as visual aids, hands-on experiments, group discussions, or artistic projects, to cater to different learning styles, ensuring that every child has an opportunity to participate.

7. Encourage Active Listening: Teach children the importance of active listening skills. Encourage them to maintain eye contact, nod in agreement, and ask follow-up questions. By actively listening to their peers' contributions, they learn from one another and feel more engaged in the classroom discussions.

8. Provide Positive Reinforcement: Celebrate a child's participation, regardless of the outcome. Praise their effort, ideas, and enthusiasm for getting involved. Positive reinforcement boosts their confidence, motivates them to contribute further, and creates a supportive classroom environment.

9. Set Achievable Goals: Help children set individual goals to improve participation in class. Discuss their strengths and areas for improvement, and work together to develop strategies for meeting these goals. Regularly check in with them to monitor their progress and provide constructive feedback.

10. Foster a Growth Mindset: Instill in children the belief that their abilities can be developed through effort and practice. Emphasize that mistakes are opportunities for learning, and encourage them to embrace challenges rather than shy away from them. This mindset promotes a willingness to participate and a stronger desire to learn.

Remember, enhancing a child's participation in class takes time and patience. By implementing these strategies consistently and providing ongoing support and encouragement, you can create an inclusive and engaging learning environment that empowers every child to participate actively and maximize their learning potential.

DOI 10.5281/zenodo.10719901

TEACHING KINDNESS IN SCHOOL IS ESSENTIAL

Princess G. Picar
Teacher I
Cinense Integrated School
Schools Division of Nueva Ecija

Today, in the world that we live in we experience lot of hardship. We been through a lot of conflicts from world wars to epidemic, but one thing stayed consistent throughout was resilience and kindness. Also, it was the spirit to fight back and help each other. Kindness should be a fundamental and universal quality to make the world a better place.

Phrases like "random acts of kindness" and "pay it forward" have gotten very popular, which can maybe be best clarified by individuals who have recognized an inadequacy in their lives that must be satisfied by altruism. Doing good or showing kindness has scientifically prove that there is addicting effect in our bodies. In physical, emotional and in mental has benefits that associated with kindness. As minds and bodies grow, it's abundantly clear that children require a healthy dose of warm and fuzzies to thrive as healthy, happy well- rounded individuals.

Kindness is basically being polite, compassionate, and thoughtful. Kindness in so many aspects can transform the world and make it a beautiful place for living. Even the animals and nature have its own way of showing kindness. For instance, trees grow fruits for us and provide us shade, animals give us meat to eat. One must not see kindness as a core value but instead as a fundamental behavioral element. When you are kind to your love ones you create a stable foundation with them, but we must keep in mind that kindness must not limit to humans but also to every living creature. But most important not to forget that kindness towards yourself is essential for personal growth.

Teaching kindness in schools has a great number of benefits reported in past years. Research on prosocial behavior among school age determined that being kind increases popularity and their ability to form meaningful connections with other people. Being well liked is an important factor in the happiness of children and it was demonstrated that has a greater peer acceptance was achieved through good deeds. And reported that better than average practice more inclusive behavior due to an even distribution of popularity.

Many parents wish for their children is to be happy, to be good, and to have positive relationship with others. Fortunately, research suggest that goals for happiness, humanitarianism and popularity may not be only compatible but also reciprocal. Happy people are more likely to engage in prosocial behavior and have satisfying friendship. Similarly, with the students who are well liked by friends are also cooperative, helpful, and emotionally well adjusted. When children are part of activities that help others less fortunate that themselves, it provides them with a real sense of perspective, highlighting their own good estate. Being generous helps them appreciates what they have, make them feel useful and foster empathy. Kindness helps them to enhance positivity and helps children to feel good about themselves. Serotonin is a chemical hormone in our body that releases whenever we do act of kindness, it has effects in our learning ability, memory, mood, sleep, health, and digestion. Children with a positive have a greater attention spans, more willingness to learn and better creative thinking to improve result at school.

As an educator, it is clear to me that school around the globe must include teaching kindness. It helps individual defining aspect of civilized human life. It belongs in every home, school, neighborhood, and society. Modern education ought to encompass more than just academics, and that matters of the heart must be taken seriously and nurtured as a matter of priority.

DOI 10.5281/zenodo.10719916

TEACHERS’ DILEMMA IN BILINGUALISM

Princess G. Picar
Teacher I
Cinense Integrated School
Schools Division of Nueva Ecija

It is indisputable that medium of instruction is a major consideration in the success of the teaching and learning process, reason why educational policies relative to the matter continues to be a subject of debates and researches especially in countries where English is being used as second language. Acknowledging that English is the lingua franca and the language of textbooks and at the same time considering the basic premise that students will learn best in the language they very well understand, bilingual education has been introduced in various parts of the world including the Philippines.

Bilingual education, defined by Garcia, Lin, & May (2017) as any school program in which two languages are used in the curriculum to teach non-language academic subject matter, is implemented in many countries using different terms including dual instruction, two-way immersion, enrich education and developmental bilingual education.

Many studies conducted in countries where bilingual education is implemented have yielded positive results. As it would be very hard for second language speakers to grasp abstract and complex ideas when taught in a language they are not proficient yet, bilingual education aids non-native speakers of English in learning subjects such as Mathematics and Science aside from it contributes to personal growth by helping the students understand more of a different culture. Researchers found out that students who use more than one language, have greater analytical and problem solving abilities. Such children have a higher IQ and are much creative and confident which give them advantage in corporate success.

In contrast to the positive findings, studies conducted also associated bilingualism to developmental speech problems resulting to poor IQ and psycholinguistic and academic performance. In the Philippines, an experimental research conducted by Cortez et al. (2013) revealed that bilingual education is not effective in teaching Environmental Science as it negatively affects students, engagement and academic performance in the subject.

Moreover, a study conducted by Hopkins International Partners in 2018 revealed that Filipinos ranked only third or fourth among the ASEAN countries based on university graduates performance in Test of English for International Communication (TOEIC). Figures suggested that while other countries continue to elevate, the Philippines' proficiency declines. The popularity of Taglish or the unsystematized mixture of Tagalog and English in everyday conversation, social media, and commercial purposes is hypothesized to be a major contributory factor to Filipino students' dropping level of English proficiency.

Medium of instruction remains a controversial issue in all school levels and at the center of this contention are teachers. Should they require "English Only", deliver instructions in the mother tongue, or go with the flow of the growing Taglish popularity?

The justification for bilingual education is the continued use of the native tongue while English is being learned as a second language. The initial attempts were limited and are now limited by the scarcity of a big pool of qualified teachers. s native tongue and a dearth of resources for teaching in languages other than English. The educational leadership in Texas chose two strategies that turned out to be ineffective rather than targeting the substantial pool of native language speakers and supporting their admission into the teaching profession.

DOI 10.5281/zenodo.10719920

HOW TO BE A GREAT TEACHER: THE ESSENCE OF TEACHING

Princess G. Picar
Teacher I
Cinense Integrated School
Schools Division of Nueva Ecija

Teachers are persons who aid in the transfer of knowledge to others. They are significant members of society because they aid in the dissemination of knowledge. This supports the fight against society's illiteracy. In addition to instructing, teachers also contribute to the social discipline of students. This is because teachers enforce strong discipline in the classrooms where they work. Also, they aid in assessing students' capacity to counsel parents on the needs of each kid. Because they look after the students while they are at school, teachers also serve as parents. Good teachers have a variety of qualities. These characteristics highlight what makes a great instructor.

Teachers have the extremely important responsibility of shaping the lives of young, impressionable children. A great sense of pride and joy comes from performing this task.. Early in life, a teacher's influence—whether positive or negative—can have a significant impact on a child's life. A good teacher is someone who consistently pushes students to achieve their best while attempting to make learning enjoyable as well as creative, which is why all teachers should aspire to be what can be regarded a "good teacher."

What does be a great teacher entail? Credentials, knowledge, critical thinking, and all other intelligence-related abilities are crucial, of course. The qualities of a successful teacher should, however, go much beyond education, training, and intelligence.

What is an excellent teacher's innermost motivation?

YOU ARE KIND: A superb teacher is kind to everyone in their immediate vicinity, including parents, coworkers, and pupils. "Kindness makes the world go around," is one of my favorite sayings since it genuinely alters the atmosphere in the classroom and at school. Children feel loved, valued, and cared for when they have a kind teacher.

YOU ARE COMPASSIONATE: Being compassionate is the highest form of understanding and demonstrating your concern for others. Teaching is a profoundly humanistic vocation. Students will be more receptive to learning the world around them if their teacher demonstrates compassion for them by acting in that way.

YOU ARE EMPATHETIC: We should all strive to cultivate empathy in both ourselves and our students. Putting ourselves in another person's shoes and considering things from their point of view can have a profound influence on our judgments and actions.

YOU ARE POSITVE: Being a positive person is not simple. Being a good teacher is difficult enough without having to constantly deal with issues that have scant resources for answers. But, maintaining a positive attitude in difficult situations can have a profoundly positive effect on the pupils and those around us.

YOU ARE A BUILDER: A fantastic educator fills gaps and creates friendships, communities, and partnerships. The teacher's constant pursuit of improvement extends to both inside and beyond the classroom as well as to the entire school and its surrounding neighborhood.

YOU INSPIRE: Everyone wants to be a better student and person when they see a wonderful instructor because they are inspired by them. In front of everyone's eyes, a brilliant teacher unearths possibilities, magic, and hidden riches.

DOI 10.5281/zenodo.10719927

CULTURALLY RESPONSIVE TEACHING PRACTICES OF SPECIAL EDUCATION TEACHERS AND ITS LINKAGE TO THE INDIVIDUALIZED EDUCATION PLAN ACHIEVEMENTS OF THE STUDENTS

RONALD FLORES PASCUA, Ph.D.

PATRICIA BATINGAN PAREDES, Ph.D. Cand.

Education Specialists

San Lorenzo Unified School District

Educational Services Department

Data, Assessment and Inquiry Division

INTRODUCTION

Problem Identification and Formulation

It is the teacher that makes the difference, not the classroom.

- Michael Morpugo

These days, highly qualified professionals such as teachers, doctors, and engineers, are relocating to wealthy nations in search for work. A growing number of professionals are emigrating to work in industrialized nations, leaving their own poor countries. These highly qualified professionals are relocating to work and reside in wealthy nations since these nations provide them respectable living standards and enormous salary packages that are unavailable in less developed nations. However, this risk taken by people leaving their own countries face struggles as they move to other work setup since it was a total different thing working on a local standard and culture (Worachit, 2020).

According to Imomzoda (2022), teachers moving out is a natural process and that the teachers' resignations were due to a variety of circumstances, such as relocation or death. There is widespread concern about the exodus of school teachers due to low pay and inadequate social benefits, which makes them choose to teach in countries even when becoming afar to one’s own family and culture. And with this, teachers learn to enculturate the new traditions and processes, adopting changes to fit the place of current practice.

One of the research-based method of instruction is the culturally responsive teaching. It makes a connection between what the students learn in school and their cultures, languages, and life experiences. These linkages facilitate students' access to a demanding curriculum and the development of advanced academic abilities (Vigil, nd). Researchers have discovered that for many years, educators in public schools have placed little emphasis on the academic potential of pupils of color, having low expectations for them, and viewing cultural differences as obstacles to learning rather than as opportunities for growth.

It is possible for people and organizations to respond to people of different cultures, languages, classes, races, ethnic backgrounds, disabilities, religions, genders, sexual orientations, and other diversity factors in a way that values, acknowledges, and affirms their worth when they are culturally responsive. Working effectively with children, families, and communities whose cultural settings differ from one's own involves the ability to comprehend cultural differences, identify potential prejudices, and look past disparities. This is what it means to be culturally sensitive (Child Welfare Information Gateway, n.d.)

Not only may culturally responsive instruction help the teachers to engage students, but it also enables them to relate the material to themselves on a personal level. To begin with culturally responsive teaching, the teacher emphasizes the potential connections or applications of the material they are presenting to their students. For instance, festivals and beliefs are a feature of many nations and cultures. In order to establish inclusiveness, children should be routinely grouped with other classmates and encouraged to address difficulties through discussion. By doing this, they can exchange distinct viewpoints and a range of prior experiences. With the use of this strategy, students can also select from a variety of tasks and assessments that highlight their experiences, values, and abilities. Another way to use the culture responsiveness strategy is to make links between the curriculum and current events, then challenge students to apply their knowledge and perspectives to solve these problems. Hence, teachers are able to provide a variety of methods for showcasing the students’ knowledge and abilities to help the assessment process seem less intimidating. An assessment strategy like distributing fill-in-the-blank or multiple choice only tests can be a form of culture responsiveness (Guido, 2021).

Access to the highest quality literary resources and culturally relevant classroom experiences should be available to elementary school students enrolled in special education programs or those receiving dyslexia intervention. Multimodal learning formats must be made available to young students with special needs in welcoming, secure, and encouraging settings. To maximize every student's learning potential, teachers and school administrators must provide experiences that are inclusive of all cultures and free from prejudice. Students with disabilities (SWD) are more likely to succeed as readers and learners if they are exposed to inclusive and culturally relevant material that is integrated with their core curriculum in print, digital, audio, and visual modes (Woodly, 2020).

When special students perceive that their classroom is a safe place to take risks and when their teacher has offered materials that are culturally appropriate for their learning, they can flourish. Teachers think how they changed as a teacher of learners with learning difficulties. As a special education teacher, the researchers thought about the slow readers they were assigned and how they did not accurately reflect the experiences and cultural backgrounds of the individuals they taught.

A legal document known as an Individualized Education Plan (IEP) describes the particular requirements of a student with a disability. The student, parents, teachers, and other professionals who work with the child collaborate to develop it. An IEP goal is meant to give a student with a disability a clear objective or result that they are working toward. The student, parents, teachers, and other professionals who work with the child collaborate to write them. IEP goals must be attainable and quantifiable in order to enable all parties to monitor the student's development (TeachTasticIEP, 2022).

IEP goals are sometimes a picture of a progressive release of assistance from total teacher support to total independence. They are quantified using particular evaluation instruments and reachable in a year. The IEP team must create interventions to assist the student in achieving these goals after they have written quantifiable targets. The classroom teacher should carry out the interventions, which are made to particularly address the requirements of the student. In order for everyone to be able to track the student's progress, the goal should be something that the student can actually achieve and be measurable. Ensuring the goals is realistic and pertinent to the student's life goals is very essential for the teachers to do. When choosing IEP goals, parent input is extremely crucial.

As special education teachers, the researchers would like to achieve a high level of attainment in the set IEP goals of the students. Culturally responsive teaching strategy was a strategy thought to be established with linkage on the attainment of these goals. It is in this context that the researchers would like to evaluate and determine the descriptive level of culture responsiveness of the special education teachers in the district of San Lorenzo Unified Schools District (SLZUSD) and associate it on what goals and how high were achieved for the learners’ development patterned on the IEP records. When the relationship is established and found, the strengths and weaknesses of the special education teachers were determined, formulating a suggested action plan to intensify quality and culturally responsive special education aligned with their IEP goals for the students at San Lorenzo Unified School District.

Research Questions

This study aimed to investigate the linkage between the level of culture responsiveness on the teaching practices of the special education teachers through a self-survey approach and their students’ achieved individualized education plan (IEP) goals. Hence, the results will serve as basis in the development of an action plan to intensify quality and culture responsive special education aligned with their IEP goals for the students at San Lorenzo Unified School District.

Specifically, the study seeks to find answers to the following questions:

1. How do the culturally responsive teaching practices of special education teachers in San Lorenzo Unified School District be described in terms of the following domains:

1.1. Establishing Inclusion?

1.2. Developing Attitude?

1.3. Enhancing Meaning?

1.4. Engendering competence?

2. How can the achieved individualized educational plan goals by the special education students be described quantitatively?

3. Is there a significant relationship between the level of culture responsiveness of the special education teachers in their teaching practices and individualized education plan (IEP) goal levels met by the special education students of SLZUSD?

4. What are the identified strengths and weaknesses of the SPED teachers on the culturally responsive teaching approaches in the special education program of San Lorenzo Unified School District?

5. What action plan can be proposed to intensify quality and culturally responsive special education aligned with their IEP goals for the students at San Lorenzo Unified School District?

Hypothesis

In this study, the hypothesis that was tested at 0.05 level of significance was:

Ho: There is no significant relationship between the level of culture responsiveness of the special education teachers in their teaching practices and individualized education plan (IEP) goal levels met by the special education students of SLZUSD.

Ha: There is a significant relationship between the level of culture responsiveness of the special education teachers in their teaching practices and individualized education plan (IEP) goal levels met by the special education students of SLZUSD.

Classroom Research: A Form of Innovation to Teaching

ANICIA S. VELASCO, EdD.

Teacher III

Galvan National High School

Division of Nueva Ecija

One of the many facets of teaching and learning is the research-based classroom. Large class sizes present particular challenges for students' learning since teaching is an intellectual endeavor. The field of learning research aims to understand human learning preferences and how technology may be used to create effective learning environments. When creative methods of utilizing teaching support learning are purposefully and continuously connected to learning research, they become more relevant. According to research, education enhances learning inside the classroom by assisting students in developing new abilities, enhancing their attitudes about learning generally, and increasing their desire to seek higher education all of which may lead to improved students’ performance. Students got the chance to look into questions they had about the natural world by conducting scientific investigations in the classroom. Learning is a derived value that depends on the learner's past knowledge and the content's complexity.

Being an innovative strategy, classroom research supports and enhances instruction. Research is conducted to assist educators in learning more about what takes place in the classroom and using that knowledge to influence learners and help them make informed judgments. Student’s data on achievement or academic performance is one of the records to work on. Teachers ought to be researchers and knowledgeable about current pedagogical practices; failing to do so will render them ineffective and out of touch with students' needs.

Classroom research promotes the idea that all educators can lead. In reality, teachers already have a lot of responsibilities, and they don't receive enough funding or encouragement to engage in these kinds of academic endeavors. Numerous approaches have been identified for doing research. One is when a teacher works with students to strengthen facilities, administration, educational strategies, or even the teachers themselves.

In schools, teachers can work together to identify classroom issues that require intervention, research them, and put into action the results of the study. There should be a development of a culture of reading and collaboration. Teachers should participate in a successful research mentoring program or activity. To address these difficulties and opportunities to improve the standard of education in the Philippines, educators should adopt a growth mentality. Research passion must be fostered among both teachers and students. Teachers are powerful multipliers; therefore, they should set a positive example for students by doing the same.

Given their value and ability to do more than just instruct, teachers can also be leaders. Teachers are agents of change; thus, they should overcome their apprehensions about research to transform into motivated readers. Teachers should be critical and scientific thinkers who can unite around the mission of transforming education constantly. With the help of local research findings, we see promising opportunities in managing a diverse group of students with a range of learning styles. This new approach to education focuses on using quantitative assessment to support less proficient students. Academic research findings should be considered while evaluating student learning in the classroom.

DOI 10.5281/zenodo.10720507

Contextualized and Localized Materials (CLMs) in Science Lessons

ANICIA S. VELASCO, EdD.

Teacher III

Galvan National High School

Division of Nueva Ecija

RA 10533 Enhanced Basic Education Act of 2013 “The curriculum shall be contextualized and global”.

Contextualization is the process of tying the curriculum to a particular setting, scenario, or field of study so that all students may discover it relevant, meaningful, and appropriate. Localization is the community of learners’ practice of integrating curriculum-specified learning content with local information, circumstances, environment, and resources. Because localized and contextualized curriculum is centered on the requirements of the learners and their relevance, it allows for greater flexibility and creativity in the classroom.

With the global pervasiveness of science and technology in all societal contexts, educational systems must offer a platform for the advancement of scientific knowledge and competencies. It appears that educational institutions are faced with a challenge in meeting the increasing demand for scientific inquiry due to the field's quick development through scientific breakthroughs and discoveries.

Teaching science requires enabling students to create new, useful, transferable ideas with meaning and importance that are both personal and practical by utilizing their knowledge, beliefs, and metacognitive and effective thought processes. Concerns about the need for more emphasis on student-centered science instruction are growing among researchers, educators, and educational policymakers in response to the growing problems with students' performance. The way science is taught nowadays is more adaptable, dynamic, and sensitive to the needs of the times, as well as the impacts of modern psychology.

Teachers can give students a lot of opportunities to practice and hone their investigation skills such as problem-solving, critical and creative thinking, and communication while learning foundational concepts through inquiry, exploration, observation, and research by using a range of contextualized and localized materials in science lessons. Students will be inspired to learn in a meaningful way and to become lifelong learners if they have the opportunity to connect their knowledge and skills to these larger settings.

Science has always been the cornerstone of high-quality education, helping to generate learners who are both internationally competitive and ready for the twenty-first century. Since science is an active topic, it is imperative that students be encouraged to engage in mental and practical experiences that push their own initiative. The rote memorization of scientific data should be de-emphasized in favor of teaching strategies that foster comprehension and critical thinking with a focus on scientific techniques. Additionally, science instructors must remove the abstract concept from science by utilizing accessible, practical, and grounded resources that may be found in their surroundings to create contextualized and localized lessons.

Effective use of contextualized and localized materials (CLMs) in science instruction thus equips students with the skills and drive to conduct scientific research and address problems in a scientific manner. Therefore, mastery of several techniques or activity sequences that result in successful student acquisition of a particular idea or process skill is necessary for effective CLM tactics. Localized and contextualized instructional resources help students acquire many competences that are critical to learning and education. In light of the learning materials shortage, educators are faced with the task of creating relevant teaching resources that may both improve student learning and ease the reference material shortage.

DOI 10.5281/zenodo.10720521

I’m A Teacher, Of Course

Glen B. Millar, MAEd

Instructor III

FAITH Colleges: First Asia Institute of Technology and Humanities

Tanauan City, Batangas

“I’m a teacher, of course” I am entrusted with more than mere academic instruction. I am a mentor and a beacon of knowledge for the inquisitive young minds under my supervision. Teaching is not simply a career but a calling that demands a burning passion, unwavering commitment, and tireless dedication. I recognize the profound responsibility I bear in molding the minds and futures of my students. It is an honor to impart knowledge, spark curiosity, and cultivate the limitless potential that resides within every child. In a world of constant change and uncertainty, the power of education remains unwavering. As a teacher, I transcend the role of a mere conveyor of information; I am a builder of aspirations. I witness the moment of enlightenment in a student's eyes when a concept finally connects, and it's a feeling incomparable to any other. It is in these moments of triumph, no matter how small, that I find my purpose as an educator perpetually reaffirmed.

“I’m a teacher, of course” I fulfill various roles. I teach subjects and guide students. I counsel and guide students through personal difficulties. Sometimes students confide in me about their problems. I go beyond the curriculum to teach empathy, resilience, and critical thinking skills that will benefit students in their lives beyond the classroom. Teaching brings with it an array of challenges, but those challenges are outshone by the instances of success.

“I’m a teacher, of course” I adapt the education landscape that is constantly evolving, driven by technological advancements. This creates opportunities and difficulties as teaching and learning styles change. Maintaining a balance is crucial; embracing new technologies while preserving traditional teaching methods ensures that the essence of education is not lost. In addition to academic knowledge, I promote a classroom environment that embraces diversity and inclusion.

“I’m a teacher, of course” I am committed to both my students' learning and my own professional growth. I believe that by continuously updating my knowledge and methodologies through attending workshops, collaborating with colleagues, and staying updated on educational research, I can become the best educator possible. I am well aware of the significant influence that teachers can have on their students' lives, and although I may never fully know the extent of my impact, I find comfort in the notion that I am helping to mold the next generation and contribute to their success.

“I’m a teacher, of course” I embrace the core values of my profession. It's a statement that reflects my ardent passion, unwavering determination, and an enduring belief in the transformative power of education to uplift our society. Every day brings fresh challenges and moments of triumph, shaping my journey as a teacher. Beyond the classroom, I feel privileged to extend my role as a mentor and guide to my students. By offering nurturing support and guidance, I seek to foster their growth and well-being, just as a second parent would.

"I’m a teacher, of course" I am honored to be a second parent.

DOI 10.5281/zenodo.10725467

ORAL ENGLISH INSTRUCTION IN SECONDARY VOCATIONAL EDUCATION IN CHINA: A BLENDED LEARNING APPROACH

GUIQIN QIN, BRENDALYN A. MANZANO

1. Tarlac State University 2.Guangxi Hechi Nationality Agricultural School

ABSTRACT

This study aimed to investigate the status of blended learning in Secondary English Teaching in China. It sought to describe the platforms and application software used by teachers and students in blended oral English teaching, how the blended model of teaching carried out by the participants, the problems encountered by the participants while implementing the blended teaching model, and the reform strategies proposed to enhance the secondary vocational oral English instruction.

For the data collection, a questionnaire and interview guide were employed. Four hundred eighty (480) students and 20 teachers participated in the questionnaire survey, while 12 students and 6 teachers participated in the interviews. They were all from two secondary schools in Yizhou District, Hechi City, Guangxi Zhuang Autonomous Region, China. The questionnaire was adapted from the AIC-CCS Scale created by Wu et al. (2013). In analyzing the results, mean score, and ranking were used as statistical techniques.

The survey showed that blended learning methods were actively adopted in Chinese secondary vocational schools, which were recognized and preferred by teachers and students to enhance students' oral English competence to a certain extent. The current main teaching platform used was dominated by Superstar Learning, and various interactive oral activities and tasks are arranged on the platform through audio, video, and text. “Fluent English Speaking” was always used by teachers as their learning software while students always used oral learning applications such as Fluent English, English Fun Dubbing and so on. Carrying out the blended teaching model was done in three aspects: preparation, implementation and evaluation.

Teachers often encountered problems in teaching design, communication barriers, integration of teaching resource，technical problems，and teacher training effect. However, teachers sometimes had problems with both time management and evaluation. On the other hand, the problems that students often encountered in oral English learning were lack of real language environment, communication barriers, learning adaptability, and lack of real-time response.

The results of this study were used as bases in developing the proposed reform strategies for improving oral English teaching in Chinese secondary vocational schools and contributing to the development of English education practice.

Keywords: Oral English Instruction, Secondary Vocational Education in China, A Blended Learning Approach, Blended Teaching Model

Introduction

Blended learning approach combines traditional offline teaching with modern online teaching, blending the advantages of the two new teaching models(Zhang, C., 2023). It provides a rich opportunity and platform for sustainability in education through comprehensive sexuality education, flexibility, resource sharing, teacher professional development and curriculum integration, promoting students' understanding and practice of sustainability and preparing them for future challenges.

However ,in China English is a weak subject in most of secondary vocational school, whose students have a strong sense of fear of speaking English, worried about being laughed at, criticized by the teacher, and lost their interest, self-confidence, and motivation to learn English over time. Whether online or offline, students are particularly anxious and nervous in oral expression, have low participation in class, and are reluctant to speak English, leading to the common phenomenon of "dumb English".

In oral English teaching, teachers adopt relatively simple methods, and students are very tired of boring oral English training methods, so the participation is not high, the amount of practice is not enough, and cannot meet the learning needs of students at all levels. Therefore, there is an urgent need to change these situations by adopting an oral English teaching model suitable for secondary vocational school students.

Hence, a new model of instruction, blended learning was developed in the modern era in response to student learning demands and policy requirements. It thoroughly integrates Internet technology into regular classrooms, showcasing its educational value and presenting a novel approach to instruction.This new teaching approach has been widely used in all school sectors in China during the epidemic period, including kindergartens, primary and secondary schools in the compulsory education stage, and colleges and universities. It ensures the learning progress of students, promotes the interaction and communication between teachers and students, and improves the flexibility and adaptability of teaching. Because it combines the significant advantages of online and offline teaching, it has become an important direction of China's education reform. In the post-epidemic era, with the development of education informatization and digitization, blended teaching will become more popular and perfect, and promote education reform and innovation.

DOI 10.5281/zenodo.10730171

Development and Validation of a Laboratory Handbook in Teaching Bread and Pastry Production

Romeo L. Dela Cruz and Sharon C. De Guzman

Teachers

Department of Education, Region 1

Abstract

The K-12 curriculum in the Philippines, implemented by the Department of Education (DepEd), emphasizes practical skills through the Technical Vocational and Livelihood (TVL) track. However, challenges persist, particularly in outdated learning materials hindering effective teaching and a gap between TVL programs and industry requirements. This study addresses these issues by developing and validating a Laboratory Handbook for Bread and Pastry Production, aiming to improve the learning experience and outcomes of Grade 11 Senior High School learners. The objective of the study is (1) to assess the validity of the developed laboratory manual based on content, format, presentation, and accuracy; (2) to measure the performance levels of control and experimental groups through pretest and posttest evaluations; (3) to determine the significant difference in performance between pretest and posttest for both groups; (4) to explore the experiences of learners using the laboratory handbook in Bread and Pastry Production.

Quantitative research, specifically a Developmental-Experimental design, was employed. The control group undergoes traditional learning, while the experimental group combines traditional learning with the enhanced laboratory handbook. This two-group design uses pretest and posttest assessments to evaluate the impact of the intervention. Participants are Grade 11 Senior High School learners specializing in Bread and Pastry Production. Validators, including master teachers and a principal, will assess the handbook's content validity. Pretest and posttest scores, along with learner experiences, contribute to the data.

The Laboratory Handbook, evaluated using the Learning Resource Management and Development System, displayed high reliability and validity. The experimental group's posttest scores significantly improved, indicating the positive impact of the handbook on learning outcomes compared to traditional methods. The Laboratory Handbook in Bread and Pastry Production proved to be a robust educational resource, positively influencing the performance of the experimental group. Findings underscore its adaptability and effectiveness in tailoring learning experiences to individual needs, contributing to positive learning outcomes.

The recommendations of the study are the following: (1) Conduct a longitudinal study to assess sustained impact; (2) Implement continuous monitoring and updating of the handbook; (3) Provide training for educators on integrating instructional materials effectively; (4) Explore feasibility in different educational settings; (5) Encourage collaboration among educators and validate through DepEd's Learning Resource Management and Development System.

Keywords: Laboratory Handbook, Bread and Pastry Production, TVL Track, Learning Outcomes, Educational Resource.

DOI 10.5281/zenodo.10730242

IMPLEMENTATION OF MODULAR INSTRUCTION UNDER NEW NORMAL AT JESUS S. CABARRUS ELEMENTARY SCHOOL: STRATEGIES, STATUS, AND CONCERNS

BEVERLY M. CUSTODIO, MaEd

Teacher III

Jesus S. Cabarrus Elementary School

SDO Antipolo - Region IV-A CALABARZON

ABSTRACT

Title: IMPLEMENTATION OF MODULAR INSTRUCTION UNDER NEW NORMAL AT JESUS S. CABARRUS ELEMENTARY SCHOOL: STRATEGIES, STATUS, AND CONCERNS

Researchers: BEVERLY M. CUSTODIO

School: JESUS S.CABARRUS ELEMENTARY SCHOOL

Principal: DR. EVANGELINE R. QUIBUYEN

Learning is a continuous process amidst COVID-19 pandemic. Face-to-face classes shifted to flexible learning wherein some public schools undergo modular distance learning to continue providing quality teaching-learning processes of education to learners. The study aims to determine the strategies, status, and concerns encountered in implementing modular instruction amidst the COVID-19 crisis. The study was conducted to improve strategies executed in terms of the modular distance learning program of the institution amidst the pandemic. This qualitative research method developed and utilized a survey questionnaire distributed to seventy-four (74) teachers – advisers, seventy-four (74) selected pupils from Grade 4 to Grade 6, and seventy-four (74) parents coming from different sections.

Based on the findings in the strategies on module distribution, teachers, parents and pupils perceived that scheduled distribution and retrieval of printed copy at school were interpreted as Agree while in module instructions provision available for monitoring the works of pupils through online kumustahan with sufficient advice and guidance from the teacher was interpreted as agree, and lastly for module checking, as for teachers it is Strongly Agree strategy to check module weekly, and for parents and pupils, check modules with teachers feedback helped them to learn more, it is interpreted as Agree. It is perceived by the teachers, parents and pupils, the importance of teachers’ role, parents’ role , and pupils’ role in the implementation of modular instruction with respective means of 4.850, 4.207, and 4.5391. In terms of challenges faced during the implementation of the modular instruction, the pasabay scheme was a challenge for the teacher and lots of works to be done aside from checking. And for perception of parents and pupils, in the implementation of modular instruction was lots of activities and performance are needed to comply. Teachers’ role, parents’ role, and pupil role were all essential in the implementation of modular instruction. On these findings, the researchers recommend the sustainability and continuous implementation of the modular instruction for the next school year. Furthermore, the researcher recommend an action plan. as the basis of implementation of the modular instructions amidst the pandemic for the school year 2022 - 2023.

DOI 10.5281/zenodo.10746909

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