It is very important to maintain the credibility and integrity of scientific and academic work through ethical excellence in research publication. Cases of unethical conduct such as plagiarism, research thefts, data fabrication, and falsification have shown that there is need for strict ethical policies and practices in the publishing process. When professors steal their students’ research it demonstrates a serious ethical problem in academia. These cases often involve complex dynamics of power, trust, and academic integrity. These unethical behaviors adversely affect the foundation of academic mentorship and scholarly work principles.

One well-documented case was against Duke University professor who was accused of manipulating data on his credentials to support his cancer research. Additionally, he was accused of fraudulently claiming ownership to ideas and works done by his students as well as junior scientists conducting their experiments (National Library of Medicine, 2017). Another case happened in one university in the Philippines, whereby a former professor issued a public apology for plagiarizing and published her student thesis in her name without recognizing that her student was the main author.

There are several profound implications of professors stealing students’ research: (1) Loss of Trust: Students begin losing their faith in teachers, who are essential in an academic setting. (2) Career Impact: Such unethical practices can have significant consequences on the educational and professional lives of students concerned. (3) Institutional Reputation: Universities and research institutions involved in such scandals face damage to their reputations, which can affect funding and collaborations. (4) Legal and Ethical Repercussions: These cases often lead to legal action and institutional investigations, resulting in professional and personal consequences for those involved.

To address as well as prevent the research theft, a myriad of measures can be put into place; like:(1) Clear Policies and Guidelines: Institutions should therefore establish clear policies on authorship, intellectual property rights, and proper attribution of research contribution according to COPE (2021). (2) Training and Awareness: Regularly scheduled training sessions for both faculty members and students on issues dealing with ethics in research may help raise awareness about ethical behavior during investigation (National Academies of Sciences, Engineering, & Medicine 2017). (3) Mentorship Programs: Mentorship programs that are structured in a manner that they have supervisory responsibilities and regularly evaluate the students’ performance can be used as mechanisms to make sure that the students receive the right credit for their work (Resnik & Shamoo, 2011). (4) Whistleblower Protections: Offering protection to whistleblowers is likely to motivate individuals to blow the whistle against misconduct without being frightened of any form of revengeful action (Steneck, 2006).

Ensuring ethical excellence in research publication is a challenge with different dimensions which requires continuous vigilance and commitment by all stakeholders involved in academic research. The cases of professors stealing student research highlight critical ethical challenges in academia. This matter needs to be approached from various angles including having clear policies, educational trainings as well as strict supervisory structures.

References

COPE. (2021). Promoting integrity in scholarly research and its publication. https://publicationethics.org/

National Academies of Sciences, Engineering, and Medicine. (2017). Fostering Integrity in Research. Washington, DC: The National Academies Press.

National Library of Medicine (2017). Fostering Integrity in Research. https://www.ncbi.nlm.nih.gov/books/NBK475955/

Resnik, D. B., & Shamoo, A. E. (2011). The Singapore Statement on Research Integrity. Accountability in Research, 18(2), 71-75.

Steneck, N. H. (2006). Fostering integrity in research: Definitions, current knowledge, and future directions. Science and Engineering Ethics, 12(1), 53-74.

DOI 10.5281/zenodo.11482284 

ABSTRAK

Lumalabas na wala pang naisasagawang pag-aaral sa Silangang Visayas hinggil sa umiiral na Learning Management System (LMS) bilang pangasiwaan ng asignaturang Filipino. Tugon kung gayon ang kwalitatibong pananaliksik na ito na may disenyong Transcendental Phenomenology sa pagsipat ng karanasan ng mga guro at ng mga mag-aaral sa paggamit ng Schoology. Isinagawa ang pag-aaral sa isang mataas na paaralang pang-agham sa rehiyon. Dalawang guro at anim na mga mag-aaral sa Specialization Years Program (SYP) na napili gamit ang criterion sampling ang lumahok sa serye ng semi-structured na mga panayam. Sinuri ang mga datos gamit ang inductive thematic content analysis. Lumitaw na madaling nagamay ng mga mag-aaral ang Schoology dahil sa payak na interface nito. Nahirapan sa transisyon ang mga nakatatandang guro sa paghahanda ng kagamitang pampagtuturo buhat ng kakulangan ng kasanayang teknikal. Ang pagtuturo sa asignatura ay nakatuon sa probisyon ng modyul. Naging positibo ang tugon ng mga kalahok dahil sa taglay na maluwag na pangasiwaan at repositoryo ng LMS. Napag-iba ang karanasan ng mga mag-aaral dahil sa hindi nagtutugmang pasilidad at bentahe ng web at mobile application nito. Naging mabisang abenida ng mga pagtatasa ang LMS dahil sa dami at dali ng mapagpipiliang templates. Ang pangamba sa posibilidad ng dayaan sa mga pagsusulit ay dulot ng kakulangan sa paggalugad ng mga guro sa kaugnay na settings. Ang katiyakan sa pagpasa ng mga mag-aaral ay dulot ng interbensyon ng guro at pagsubaybay ng mag-aaral sa sariling performans bunsod ng mekanismong taglay ng Schoology para sa agarang pagpupuna at nakagaganyak na reward system.

Mga susing salita: Schoology, LMS, digital learning, blended learning, new normal

DOI 10.5281/zenodo.11483733 

      The main goal of this action research is to increase the percentage of independent readers of Grade 6 Class in Palandok Elementary School for the school year 2021-2022. It is about 36% of struggling readers were identified after the Pre-test in Philippine Informal Reading Inventory (Phil-IRI) was being conducted. The researchers aimed to increase the percentage of independent readers of Grade 6 Class through expanding the use of Electronic Materials and Guides for Improvement and Competency (E-MAGIC) Program.

      Consequently, the result of this study showed that the percentage of independent readers is increased to 10% after the Post test in PHIL-IRI was administered. There is a significant improvement between the results of two test after the innovation was implemented through expanding the use of Electronic Materials and Guides for Improvement and Competency (E-MAGIC).

      Hence, it is best recommended to teachers to regularly conduct a reading assessment to identify the frustration and struggling readers and take always an action to solve the problem through initiatives like E-MAGIC Program. In addition to this, teachers should make their localize video reading tutorial clips with explicit instructions so that the pupils can easily understand and grasp the lesson very well. Also, the support of the parents in this innovation take a great part in overcoming struggles of their children’s performance in reading.

Keywords: reading, video-based learning, electronic platforms, face to face engagement

Introduction

          Quality education leads to progress and empowerment. It fights against ignorance and poverty. Good and quality education is a significant aspiration of the Department of Education despite of all the challenges that we are combatting right now. Amidst Covid19 threats, the Basic Education Learning Continuity Plan (BE-LCP) of the Department of Education is continue to pursue its vision and mission. Strengthening this goal needs more applicable mode of learning delivery to adapt the educational system in the new normal.

      Evidently, the learners performance is quite affected during this phase due to the absence of face-to-face interaction between the teachers and the pupils. The quality of learning environment of pupils and their habit of adopting the new design of teaching and learning process can also be a factor to a low academic performance and reading problem.

      Reading is one of the most important skills which can help learners acquire, relay, and receive information. It can also help develop one’s vocabulary in speaking, writing and listening. Learning to read is an essential part being taught in basic education. If a child fails to develop his reading ability, he might find problems in comprehension, become unresponsive to reading activities and lack of interest to learn in other areas.

       In view of this, it is about 36% out of 56 pupils of Grade 6 class in Palandok Elementary School were identified as struggling readers after the Pre-test in Philippine Informal Reading Inventory (Phil-IRI) was being administered. The pupils were diagnosed to have a difficulty in recognizing basic sight words and have a poor reading ability.

      Therefore, Palandok Elementary School has innovated and utilized a modern and standard program to aid this problem among struggling readers. The Electronic Materials and Guides for Improvement and Competency (E-MAGIC) program substitutes the presence of the teacher in teaching reading yet promotes the development in reading at home anytime.

      The identified struggling readers are given an E-MAGIC package with inclusivity of video reading tutorial clips like basic sight words, phrases, sentences and story compilation.

       In relation with this, because of the limited face-to-face classes, this E-MAGIC package serves as an access for video reading class at home that can be played anytime through their Led TVs, smart phones, laptops, CDs and other electronic gadgets.

       Hence, it is best recommended to teachers to prepare and make their localize video reading tutorial clips and printed reading materials with explicit instructions. The easier the guides and directions in reading are, the effective and productive the results will be. Also engaging parents in this innovation give a strong partnership with the teachers and bridging the link towards their children's struggles in reading which promotes improvement and competency in reading performance of the Grade 6 class in Palandok Elementary School.

      To foster quality education in the new normal especially in reading development, the learners should be provided with adequate and quality resources in and outside the traditional learning environment. To mention a few, is the availability of learning materials like books, printed reading materials and more.

        The E-MAGIC program is also a unique approach that could possibly add to the list of the learning resources and results to positive outcome for the struggling readers. The recipient of this program could find ease and build self-confidence to learn reading effectively in an easy and comfortable way. Almaleki, Alhajaji and Alharbi (2021) cited in their study the effectiveness of interactions with the pupils to electronic platform in learning resulting to high level of motivation to learn. Thus, active participation and engagement of the different activities in the E-MAGIC package will promote effectively in breaking down struggles in reading.

           Considerably, to switch on to modern platform like online lesson and the use of videos in learning will associate to productive way of learning among pupils ( Hew, Jia and Bai 2021). Hence, this gives a chance to some learners who have difficulty to speed-up their skills inside the learning niche and to gradually open their doors for improvement.

        Thus, in the absence of face-to-face engagement during the pandemic, the learners should still be on the track of progress through utilizing applicable, accessible and user – friendly electronic learning materials that is beneficial to learners (Legaspi, 2021). The E-MAGIC package is considered as digital materials suitably made for struggling readers. Digitalization of reading materials will provide great possibility for students to engage more and learn more in this time (Manila Standard Digital, 2021).

           Accordingly, Vecchiato (2021) found out in his study that video-based learning instructions helps students understand complex topics. Through this electronic-based initiative, reading levels and instructions can be learned more thru audio-visual presentations. Therefore, the expansion and utilization of E-MAGIC program supports and provides opportunity for struggling readers to be more confident in improving their skills in reading.

       This E-MAGIC program is a suitable and digestible to struggling readers in breaking the barriers in reading. Along with the printed reading materials, this innovation helps develop one’s desire and interest to learn best in reading through videos.  Simple model of video reading tutorial clips which are purposively made by the concern grade level teachers promotes sincere advocacy to hone pupils’ reading ability. The E-MAGIC Package is composed of reading levels orderly. It has an explicit directions to simply guide the struggling readers to better understand each levels of the clips. The package can be shared through digital platforms and smartphones that can be viewed repeatedly at home anytime.

Research Questions

         This action research will be conducted to increase the independent readers of Grade 6 class in Palandok ES through E-MAGIC program. Specifically, this study seeks to answer the following questions.

1.     What is the level of reading performance of Grade 6 Class in Pre-Reading Assessment?

2.     What is the level of reading performance of Grade 6 Class in Post-Reading Assessment?

3.     Is there a significant improvement between the levels of reading performance of Grade 6 Class in   Palandok Elementary School after the E-MAGIC is implemented?

Methodology

            The participants of this study are the two sections of Grade 6 class in Palandok Elementary School. Both the Grade 6 section Azalea and Cattleya are composed of 28 respondents respectively. The Grade 6 Azalea will utilize a printed reading material while the Grade 6 Cattleya will use the printed reading materials along with the E-MAGIC Program.

      The obtained data of this action research, the researcher may present an action research to the District Research Committee for possible adoption of strategy/techniques employed. A sampling design is purposively given and administered to the respondents to determine the level of reading performance.

       Thereby, the concern grade level teachers will provide the E-MAGIC package to the treatment group and monitor the progress of the learners.

        Hence, after the period of implementation, the data should be tested and analyzed whether it is effective or not.

        This study use a descriptive and quantitative research design applying pre-test and post-test reading  through Philippine Informal Reading Inventory (Phil-IRI) standard tool to determine the level of reading performance of the Grade 6 class in Palandok Elementary School.

The following are treated:

1. The level of reading performance in pre and post-reading assessment

2. The significant improvement of the reading performance of the pupils after the   

E-MAGIC Program is implemented through PHIL-IRI assessment tool.

3. The impact of E-MAGIC Program to the reading performance of the Grade 6 Class in Palandok ES.

DOI 10.5281/zenodo.11498651 

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      ABSTRACT

The study utilized a mixed method research design. Quantitative data were gathered using the quasi- one group pre-test-post-test experimental research design  using the validated researcher-made instrument name Students Biological Conceptual Understanding Test (SBTU) covering the 6 biology topics for Grade 7. Qualitative data were gathered utilizing the constructivist grounded theory involving constant comparative analysis of data from varied sources. The participants of the study involved the randomly selected 40 Grade 7 STE students of a National High School situated in the Division of Passi City enrolled in the school year 2018-2019. A total of 240 mind maps were created but only 6 mind maps for each topic were taken for analysis. The results of the data analysis revealed that initially, students had an “average” conceptual understanding. The Posttest result showed that participants exposed to mind mapping strategy has improved conceptual understanding from “average” to “high”. There was a significant difference in the conceptual understanding of the students prior to and after exposure to mind mapping strategy. Utilizing constructivist grounded theory through constant comparative analysis, students revealed how they understand biological concept. Students further understand biological concepts by provoking their creativity, critical thinking, encouraging collaboration, developing their communication skill.

KEYWORDS: Mind mapping; Conceptual Understanding; Constant Comparative Analysis; Constructivist Grounded Theory

I.INTRODUCTION

For 21st Century solutions to 21st Century problems, the Arts have a vital role in developing a creative mind-set within the STEM areas. Learning Science Technology Engineering Mathematics subjects in a classroom setting isn’t always inviting for all learning styles. A wellspring of opinion that combining science and the arts in the form of STEAM education is essential for producing a creative, scientifically literate, and ethically astute citizenry and workforce for the 21st century (Boy, 2013; Edwards, 2010; Feldman, 2015; Piro, 2010). STEAM, an interdisciplinary spin on STEM that includes an “A” for art, is an integral part of influencing kids’ interest in STEM by allowing kids to explore these subjects through hands-on making. The true magic of STEAM education is that it allows all students to identify with science, technology, engineering, and mathematics. Transforming learning environments from STEM to STEAM changes the way kids see and think. Art provides the typical STEM classroom new avenues of fun and playful possibilities. Mind Mapping is an effective artistic learning tool that fosters students’ creativity and acts as a trigger device for the brain, creating an explosion in creativity, innovation and knowledge sharing. Mirroring the constructivist theory, mind mapping is believed to be an effective intervention to improve students’ conceptual understanding.

II.METHODOLOGY

This study aimed to determine the effects of mind mapping techniques on Grade 7 Science Technology and Engineering students’ conceptual understanding in Biology, specifically the study sought to answer to the following specific concerns: What is the conceptual understanding of the students prior to and after exposure to the mind mapping strategy? Is there a significant difference in the conceptual understanding of the students prior to and after exposure to the mind mapping strategy? How do students understand biological concepts through mind mapping? What assertions can be postulated by integrating Arts in STEM? The study utilized a mixed method research design. Quantitative data were gathered using the quasi- one group pre-test-post-test experimental research design  using the validated researcher-made instrument name Students Biological Conceptual Understanding Test (SBTU) covering the 6 biology topics for Grade 7. Qualitative data were gathered utilizing the constructivist grounded theory involving constant comparative analysis of data from varied sources such as: interview transcripts, students’ mind maps and written journals. The participants of the study involved the randomly selected 40 Grade 7 STE students of a National High School situated in the Division of Passi City enrolled in the school year 2018-2019. Six students were tagged after the pre-test, 2 with the highest test score, 2 for the average and 2 students with the lowest Score. 36 students were chosen at random for the interview. Experimental period lasted for six weeks. Students were asked to make mind map for each lesson. The mind maps created were used as an instrument to understand and analysed their conceptual understanding of the lesson. All in all there was 240 mind maps created, only the 6 tagged students whose mind maps for every lesson were taken for qualitative analysis. The data analysis involved quantitative and qualitative data. In quantitative data, results of the SBCU Test were utilized. The data gathered was subjected to appropriate statistical analysis using the SPSS Program. In the qualitative part of the study as shown in Figure 2, narrative analysis and constant comparative analysis of students’ outputs were done including transcribing, coding, writing memos, identifying common themes, supporting and matching themes and writing the manuscript. The result of analysis from each source is interlinked with each other to come-up with themes that eventually led to theory construction.

DOI 10.5281/zenodo.11498949 

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ABSTRACT

Title:                         TEACHERS PHILOSOPHY AND ACADEMIC PERFORMANCE

Researcher:             ARMIDA D. NIPAL

Degree:                   MASTER OF ARTS IN EDUCATION

Major:                      ADMINISTRATION AND SUPERVISION

Institution:                OSIAS COLLEGES, INC.

The study, focusing on 15 private school teachers in Paniqui, Tarlac, employed a descriptive-correlational design using a comprehensive survey questionnaire entitled “Teachers, Schools, and Society” developed by Sadker (1997). Through detailed analysis involving frequency calculations for demographics, weighted mean for teaching philosophies and practices, and correlation analysis exploring the relationship between teaching methods and student performance, the study revealed intriguing insights.

Mid-career teachers aged 26-35 dominate the sample. However, a gender disparity is evident, with majority of teachers being female. Early-career educators, with 1 to 5 years of service, constitute a significant portion. Furthermore, the educational attainment of the majority reflects a Bachelor's Degree. In terms of teachers’ philosophy, existentialism, progressivism, reconstructivisim, and essentialism are likely, whil perennialism is moderately likely. Teachers’ peformance in terms of promoting student engagement, ensuring student learning outcomes, and promoting conducive classroom environment is likely. Lastly, the study found out that there is a significant relationship between teachers’ teaching philosophy and their performance.

To promote an inclusive teaching culture, encouraging collaboration among educators, highlighting core educational philosophies, stimulating critical thinking, and aligning teaching methodologies with evolving student needs emerged as crucial strategies. These insights offer a nuanced understanding of teacher demographics, beliefs, and practices, stressing the importance of an adaptable and vibrant teaching environment focused on student-centric approaches.

Keywords: existentialism, perrennialsm, reconstructivism, progressivism, essentialism, classroom environment, student engagement and learning outcomes, critical thinking, problem solving skills.

DOI 10.5281/zenodo.11542807 

Abstract

The main purpose of this study is to improve the writing ability of kindergarten learners using Project ECCW (Every Child Can Write). The study used the quasi-experimental method of research, Teacher-made worksheet pre and post test to determine the significant differences in the level of writing skills of kindergarten learners of Progreso Elementary School. The study used Project ECCW or Every Child Can Write. The researcher employed purposefully selected 25 Kindergarten Pupils as the responders. T-test and Mean percentage were the statistical instruments employed. Given the difference of 15.76%, the analysis revealed that after implementing Project ECCW, the MPS significantly rose from 37.28% to 53.04%. Because the calculated t-value 6.80 is more than the t-critical value 2.063 (>0.05), indicating a significant difference, the null hypothesis is rejected. This study showed a positive outcome and suggested that Project ECCW is an effective intervention for raising learners' writing ability. The researcher recommended that these intervention materials can be used by other Kindergarten teachers. All the necessary data gathered were treated accordingly. The study likewise implies that using Project ECCW can enhance the writing ability of kindergarten learners. 

I.               Context and Rationale

Handwriting is one of the fine motor skills that are important to develop in early childhood education. This action research is about the problem encountered by the researcher to her Kindergarten- Lavender wherein most of the pupil’s struggle in writing their names and correct letter formation. As a kindergarten teacher for the past seven years, I have noticed a pattern among my pupils. Even after receiving formal instruction, I’ve found out that many kids are still struggling with handwriting and proper letter formation. I'm concerned about this since it affects students' ability to write. In my observation, many pupils displayed difficulties with fine motor activities like cutting and coloring. These kids frequently lack engagement and self-assurance when participating in any writing assignment.

In the context of this research, in my current kindergarten class, I have identified several students who struggle significantly with handwriting. I've noticed that few of my students have serious handwriting issues. There are several reasons why these pupils are still having difficulties while the rest of the class is making regular developments. Some of the pupils didn't go to Day Care or any other type of education before kindergarten. Due to a lack of practice at home and school, the hand muscles that support fine motor abilities may be weak. Another factor is their cognitive aspect. These are the reasons why I want to make changes in my kindergarten class is to enhance my instruction as a kindergarten teacher, I used intervention in assessing handwriting difficulties and practicing fine motor skills through teaching. This is to ensure that pupils are learning the proper way to write letters and numbers using the concepts of different lines & strokes through practice and teacher-made activity sheets. These considerations prompted us to provide opportunities to address individual needs in writing of Kindergarten-Lavender through the implementation of Project ECCW .

II.              Action Research Questions

This study aims to determine the perceive impact of addressing Writing skills among kindergarten pupils in using Project ECCW (Every Child Can Write).

Specifically, this study answers the following questions: 

1.     What is the level of writing skills of Kindergarten Pupils before and after implementation of Project ECCW in Progreso Elementary School?

2.     Is there a significant difference in the level of writing skills of Kindergarten Pupils before and after the implementation of Project ECCW in Progreso Elementary School?

3. What are the implications of the findings of this Action Research for improving the writing skills of Kindergarten Pupils of Progreso Elementary School?

Action Research Methods

A.    Participants and/or other Sources of Data and Information

The action research made use of quasi-experimental method employing the one group pretest-posttest design.  Kindergarten learners first took the 15-item pre-test to determine their handwriting ability. Afterwards, the Project ECCW (Every Child Can Write) was employed, which lasted for several sessions. A post-test was then administered after the use of Project ECCW intervention.  The study was conducted in Progreso Elementary school. The researchers chose this locale since this is also where the researcher is practicing her profession.  There was no sampling procedure to be used among 25 kindergarten pupils as there was a complete enumeration of the said respondents.

B.      Data Gathering Methods

The researcher selected the methods and research methodology for the study. The principal's approval and recommendation were requested. Following the approval of the initial permission, the researcher conducted the orientation and obtained further permits for the parents or legal guardians of the targeted respondents. The study's goals, administration plan, and research method were then covered at an orientation for parents and guardians. Teachers made worksheets were the research instruments employed. The researcher gave the kindergarten learners a pre-test to gauge their writing level based on their ability. The researcher personally conducted the pre-test during the remedial class to guarantee that the results were valid because there were criteria followed in marking and scoring the writing skills of the learners. To determine if the students' writing ability has improved after the Project ECCW (Every Child Can Write) integration, a posttest was given to the kindergarten learners. This was done on the Second Quarter of the School Year. Consequently, posttest was easily administered. Data were gathered to enable an adequate statistical analysis. Calculations, data processing, and analysis and data interpretation, as well as the creation of improvement suggestions were done.

C.     Data Analysis

The data collected were based on the pre assessment and post assessment results. The researcher used the writing skills tests as the pre and post sources of data.  The primary instrument used was the Project ECCW as the main intervention. The intervention was conducted for First and Second Grading in School Year 2023-2024. In finding the significant difference, the researcher used the paired t-test statistical tool. This tool compares two means that are from the same individual, object, or related units. The two means can represent things.

The formula for t-test is shown as:

Where:

t= t value

x = mean of difference of paired value

U = population mean

S = standard deviation

n = number of samples

III.             Discussion of Results and Reflection

Writing Skills Level and the Mean Percentage Score of Twenty-five (25) Kindergarten-Lavender learners in Progreso Elementary School and After the implementation of Project ECCW

Table 1 shows the comparison between the level of performance and the mean percentage score of twenty-five Kindergarten Pupils in the Pre-Test and post-test. Based on the results, it was found that the Weighted Mean is equal to 74.56 and 106.08 which brings to the MPS of 37.28 and 53.04 percent and resulted in a Standard Deviation which is equal to 8.63 and 10.3 The outcome revealed that the Mean, MPS, and SD of the pretest and posttest varied by 31.52, 15.76, and 1.67, respectively.

   The findings implied that Project ECCW is a successful intervention for teaching writing. This is an indication that the utilization of the project helped the respondents improve their level of writing skills. The intervention conducted considerably benefited the teaching-learning process.

Table 2 revealed the significant difference in the level of writing skills of kindergarten learners of Progreso Elementary School before and after the implementation of Project ECCW wherein the computed t- t-value was 6.8 and 2.063 t-critical value, degree of freedom (df) at the 0.05 level of significance. The computed t-value is greater than the t-tabular value, therefore, reject the null hypothesis (Hₒ). This indicates how the project's implementation resulted in a notable improvement in the level of writing ability.

IV.            IMPLICATIONS

   The study implied that given the respondents are from Key Stage 1, particularly in kindergarten, they truly require direction, and the support and assistance of parents and guardians at home has a big impact on the kids' education. The findings go on to show, that Project ECCW is a tool that potentially improved the level of writing ability because they can easily understand the formation of letters through different lines and strokes. Since Project ECCW materials are printed, learners can practice and bring them at home. As a result, the project was a success because it assisted Kindergarten learners, who are just learning how to write letters at this age.

Teaching Kindergarten writing ability through the implementation of Project ECCW seems to be impressive considering the results the pupils achieved in terms of their writing performance. Given that pupils are just beginning to develop their writing skills in this difficult world, facing the new normal of learning new things, it can help teachers greatly in improving their knowledge of how to properly teach the learners and develop their skills. Teachers must apply strategies and approaches that will suit the interests of a young learner. They should adopt the trend of teaching them to arouse the interest of learners, especially in writing letters that require motivation. Also, successful literacy intervention programs help students succeed. Helping struggling learners build positive writing habits truly helped them to be ready in Grade One.

V.             References

Anders, D.R. (2019). Examining the effects of preschool writing instruction on emergent literacy skills: A systematic review of the literature. Literacy Research and Instructions.

Amberson, R.S. (2019). The influence of Writing practice on letter recognition in preschool children: A comparison. 

Gombart and Fayol (2018). Want to improve children’s writing?  Don’t neglect their handwriting. Education Digest:  Essential Readings Condensed for Quick Review. 

Heinch, S.A. (2018). Enhancing Phonoligical Awareness, print awareness, and oral language skills in preschool children.  Intervention in School and Clinic.

 Thompson, R. (2019). Executive Summary: Developing early literacy: Report of the National Early Literacy Panel.

·   Y. Guo, The Role of Home Literacy Practices in Kindergarten, 2020

https://files.eric.ed.gov/fulltext/ED605982.pdf

DOI 10.5281/zenodo.11545117 

In the Philippines, mathematics is essential to computer science, especially when it comes to improving the capabilities of computing technologies and applications. A number of Philippine universities offer Bachelor of Science in Mathematics programs, with a focus on scientific computing, mathematical modeling, and the real-world applications of mathematics in statistics, operations research, and actuarial science. This solid mathematical foundation is essential for comprehending intricate computational ideas and creating efficient problem-solving strategies.

In the context of employment and the economy, the interaction between computer science and mathematics is essential. These two disciplines are closely related because computer science is built on mathematical principles, which also have an impact on various computational techniques, data structures, algorithms, and encryption. Professionals with a background in both computer science and mathematics are highly sought after in the job market. Economically speaking, productivity and innovation are stimulated by the incorporation of mathematics into computer science. In business, mathematical models are critical to risk assessment, financial forecasting, and strategic planning. Mathematical and computer science education programs aim to equip students for this integrated workforce. To give graduates the tools they need to handle challenging computational problems, interdisciplinary courses frequently cover programming, discrete mathematics, and statistical techniques. In summary, the concurrent growth of computer science and mathematics advances both economic progress and individual career prospects. These fields work well together because they promote creativity, efficiency, and productivity in a variety of industries, making them crucial in today's labor market and economy.

Computer science is built on mathematics, which provides the theoretical framework for a wide range of computational ideas and innovations. For the purpose of creating and evaluating algorithms, mathematical concepts are necessary. Developing algorithms that function well in a variety of scenarios requires an understanding of concepts like complexity, efficiency, and optimization. Algebra and number theory are fundamental to the field of cryptography. Data encoding and decoding is accomplished by mathematical algorithms, which is essential to cybersecurity and guarantees secure

On the other hand, computer science greatly influences mathematics and shapes its methods and uses. It has brought about the development of strong computational tools and software that help mathematicians carry out intricate calculations, simulations, and visualizations that were previously impractical or impossible to do by hand. Mathematical problem-solving techniques have been extended by the development of algorithms. To solve equations that cannot be solved analytically, for instance, numerical techniques in computer science can approximate the solutions.

         Computer science and mathematics have a mutually beneficial relationship in which each discipline advances the other. As computer science offers useful tools and techniques that expand the possibilities of mathematical research and application, mathematics supplies the fundamental theories and frameworks needed to create reliable computational systems. This dynamic interaction keeps both fields moving forward at a steady pace, encouraging creativity and finding solutions to ever-more complex issues in science and technology.

DOI 10.5281/zenodo.11561070 

Abstract

This study aimed to develop pastry products (pie, tart, and cake) using arrowroot (Maranta arundinacea) flour and evaluate their acceptability, nutritional value, and shelf-life. The experimental design involved creating recipes for pies, tarts, and cakes with specified proportions of arrowroot flour and other ingredients. Sensory evaluations were conducted with 120 participants from various age groups, including children, teenagers, adults, and food experts, using a nine-point Hedonic Scale to assess appearance, aroma, taste, and texture. Results indicated high acceptability across all criteria, with mean scores reflecting a rating of "like very much." No significant differences in acceptability were found among the different age groups. Nutritional analysis revealed that baked goods made from arrowroot flour had higher protein, fat, and moisture content compared to raw flour. The shelf-life assessment showed that pies and tarts maintained their quality for up to 10 days, while cakes began to deteriorate after 5 days due to moisture and mold growth. The study concluded that arrowroot flour is a viable ingredient for pastry products, offering nutritional benefits and high sensory acceptability. Recommendations include further experimentation with other pastry products, investigation into methods for extending shelf-life, marketing the nutritional advantages of arrowroot flour, and educational campaigns to increase consumer awareness. Collaboration with food experts and government agencies is also advised to promote arrowroot flour as a sustainable and nutritious alternative to conventional flour.

Keywords: Arrowroot flour, pastry products, sensory evaluation, nutritional value, shelf-life, acceptability, experimental design

DOI 10.5281/zenodo.11562194 

Abstract

The widespread embracing of social media flatforms inspires researchers to examine the extent of influence on the academic performance in science class by senior high school students of a private secondary school using purposive sampling to collect empirical data through a survey questionnaire with a Likert scale. Using IBM SPSS statistical package and Micro Soft Excel software, the mean percentage scores and Pearson r indicate that YouTube moderately inspired them and least from Facebook and TikTok for their grades. Besides, Facebook and YouTube moderately influenced their attendance in class, while TikTok had very little.  Correlation analysis implies that, albeit not significantly, social media does have an impact on students' attendance; nonetheless, it does not affect their marks.

Keywords: social media, academic performance, science subject, influence

INTRODUCTION

Over the past decade, social media platforms have penetrated deeply into the mechanics of everyday life, affecting people's informal interactions(Van Dijck & Poell, 2013). This means anybody may get information online by networking with each other. The investigation of Forbush & Foucault-Welles (2016) on Chinese students studying in the United States establishes that diverse social networks are ideal for increasing international students' adaptation the reason why more diverse social networks reported significantly higher levels of social and academic adaptation.

The inquiry made by Maweu & Yuda (2020) in Pakistan reveals that despite the lack of local, reliable research, new media have an impact on university students, both positively and negatively but without authentic studies locally. Likewise, Hasnain, Nasreen, and Ijaz (2015) conclude, in the same country, that with advancements in technology and an increase in internet usage, social media has become a part of their daily lives.

For Sudha and Kavitha (2016), social networking sites have drawn a lot of interest from academics and educators because of their rising popularity among students and their potential effects on academic achievement. Also, social media use has become prevalent and nearly inevitable, changing the way students interact, connect, and socialize; it has become an integral part of their social and cultural fabric (Espiritu et al., 2021).

Besides, (Shtern et al. (2019)imply that social media influence work in the Philippines is defined by globally connected but locally rooted practices of performed authenticity through which creators employ conscious and identifiable strategies to cultivate a local audience.

Locally, the study of Cerado (2021) on the employability of graduates, and the media,  among others, is one of the relevant skills students explicitly acquired from Sultan Kudarat State University.

Therefore, it is desired that a supplemental concept may be achieved from this study as the motivating factor of the researchers to share consciousness of social media, in particular, Facebook, TikTok, and YouTube on science students as Mulawarman, et al (2020) recognize internet as a mass communication tool that constantly evolve with the times of which Osharive (2015) claimed that a lot of parents, educators, guardians, students, and people are worried about how to help their pupils improve their academic performance.

THEORETICAL REVIEW

The study concentrates on the academic performance of senior high school students in science class and how significantly social media influences them. Facebook, YouTube, and TikTok are the social media sites being discussed here. This is supported by a causal-chain framework as suggested by Ngai et al., (2015) as a comprehensive literature review of social media research contributing to a better understanding of the causes and effects of the adoption and usage of social media.

Qiu et al. (2018) define causal chains (variously called logic models, log frames, conceptual models, result chains, or theory of change) as an approach to identifying logical and ordered sequences of effects on how a system responds to interventions, actions, or perturbations.

Guided by the proposition expressing no relationship between using social media platforms to the academic performance of senior high school students in science subjects, the evaluation for the null hypothesis is rejected, indicating that social media has an impact on student’s academic achievement using Pearson Product Moment Correlation (PPMC) Coefficient or Pearson r with the aid of Micro Soft Excel software and IBM SPSS statistical package.  This outcome negates with Sharma & Behl (2022) who found a significant difference between extraversion and introversion students for the impact of social media on their academic performance using a one-way ANOVA test.

The graph below describes the relationship of independent variables, which is the use of social media, and its effects on the academic performance of senior high school students in terms of grade, and attendance to classes hung as the dependent variables.

Contact us for the full copy.

DOI 10.5281/zenodo.11629181 

There needs to be a foundation of trust and honesty in the workplace before someone can reach their full potential as team member or as an individual. Therefore, any institution or organization must prioritize fostering strong relationships within its constituents, whether those constituents are located within and outside the organization.

         One of the most essential ways an institution or organization achieves its objectives is by cultivating strong relationships among its employees and other stakeholders. The cornerstone of any organization’s or institution’s success is the quality of the relationships among its members and the extent to which those members constantly observe excellent and healthy working relationships. Each person or member should be working together in harmony to be able to contribute and accomplish whatever goals they want to reach in the institution or organization; otherwise, no man is an island, and no one will ever get anything done. People need to pool their resources, pool their ideas, and pool their efforts if they are to accomplish anything. Good interpersonal connections within the institution or organization are necessary. In order for workers or members to reach their full potential as members of the institution or organization, it is the people within the organization who will help and show care for them, such as more people in the institution or organization or colleagues or coworkers who would serve as guides and mentors to help achieve their goals and overcome obstacles. This is only a sampling of what could happen if everyone in the organization gets along well together. But what exactly does it entail to create great relationships? Relationship-building abilities, according to a recently published article of the same name, are a set of “soft skills” used to make and maintain positive connections with others. Being able to work well with others, contribute to a team, and establish mutual understanding requires strong relationship-building abilities in the workplace. One of the abilities you need to have and gain as a leader or a member is the ability to build strong relationships around yourself and the individuals inside your organization, and even the community you serve.

Here are five (5) ways to build a solid relationship

         1. Have an open and honest communication. Solid relationship or strong bonds are built on open lines of communication, whether in person, or over the phone, or through any other medium. A healthy relationship is characterized by open and connected communication: the keys to success include staying true to who you are, owning your emotions, and saying what you really think in a way that helps you go forward while also admitting where you feel short.

2. Develop people skills. Work on your interpersonal abilities, ability to connect with and understand other people. In the same way, this how to be a people person. Having these abilities will allow you to read social cues and interact effectively with others, paving path to a smooth social transition and more relaxed demeanor. It’s also how well you can collaborate with others or interact pleasantly with people. To be productive and get along with others in the workplace, whether they are coworkers, superiors, or the people you serve, you need to have strong interpersonal skills.

3. Respect and appreciate others. When an employee sees that he is respected and appreciated, he will develop meaningful interactions and strong bonds within the institution or organization. In most cases, an employee’s capabilities will be enhanced, and they will be motivated to complete the task and contribute more to the institution or organization. Likewise an employees who will always keep engaging with other colleagues will most likely perform with utmost dedication and will contribute more to the institution or organization.

4. Accept support and be supportive. When you show your employees or coworkers that you value them, they will be more likely to show their support for you in return. When an employee believes he is getting the kind of professional backing that makes him feel respected and cared for, he is more likely to put forth his whole effort towards the institution or organization’s goals without hesitation. When there is a sense of community at work, employees are more likely to work together toward common goals.

5. Be positive. Thinking positively in the workplace is essential, as this will bring about favorable outcomes for you and those around you, as well as increase the likelihood that you will be successful in influencing your coworkers to adapt to a similarly optimistic outlook on life and work.

The success of every institution or organization depends critically on its ability to cultivate and maintain strong relationships with its constituents. Between workers, partners, clients, and the community they are serving all benefit greatly from strong solid interpersonal connections. Because of the trusting relationships they build at work and the sense of belonging they get from knowing they are part of a larger group, employees and leaders alike can flourish in this setting.

DOI 10.5281/zenodo.11631761 

ABSTRACT

ALOP, ANNALYN V., 2024. TEACHING PRACTICES OF SPECIAL EDUCATION TEACHERS IN A PUBLIC ELEMENTARY SCHOOL IN THE PHILIPPINES: IMPACT ON THE PROGRESS OF STUDENTS WITH LANGUAGE IMPAIRMENT. National University, Manila. 120 pp.

Adviser: DR. MARITES R. REGALIA

Special education teachers frequently face students with varied degrees of verbal ability. Learners are nonverbal, making it difficult to measure their language abilities (Cablao, et.al, 2020). This study paper investigates the competency and pedagogical strategies used by special education teachers to cope with the barriers associated with language impairment, with a specific emphasis on presenting a tailored intervention plan meant to improve student progress. It covered four key questions: (1) teachers' competence in teaching students with language impairments, (2) the use of pedagogical strategies, (3) the impact of classroom practices on student progress, and (4) creating a teaching framework that can be used to facilitate teaching among students with language impairment. Special education teachers were the respondents from the selected schools that cater to special education centers, including Julian Felipe Elementary, Ladislao Diwa Elementary, and Manuel S. Rojas Elementary schools, emphasizing those with at least three years of experience.

The study highlights the importance of teacher competence, pedagogical strategies, and the impact on student’s progress. Teachers with experience, specialized training, and certifications prove higher competence in addressing these students. An effective pedagogical strategy, including differentiated instruction, technology instruction, and individualized support is essential for creating inclusive and supportive classrooms. The impact of classroom practices with collaborative efforts from educators, families, and communities is essential for the student’s progress. Effective teaching frameworks and continued professional development were needed to improve students’ progress. This program, supported by the Zero Reject Policy and entrenched in the Malaysia Education Blueprint 2013–2025, aims to increase all students' competencies and foster acceptance of special needs students in mainstream classrooms through meaningful teaching and learning practices (Maarof et al.,2023). This study has limitations, including the number of respondents, self reported data, focus on teacher perspectives, cross-sectional, and the need for longitudinal studies. Future research should regularly examine and improve the strategies employed to keep them relevant and up to date. By acknowledging these limitations, future research can close these gaps and build on the results of the current study, contributing to the development of more comprehensive and trustworthy recommendations for the best ways to instruct language-impaired students.

Keywords: Language impairment, Pedagogical Strategies, Teachers’ Competence, Teaching framework, Students’ Progress

DOI 10.5281/zenodo.11665394 

Technology provides considerable ease and great convenience for everyone. It offers great assistance in automating and systematizing copious tasks, shopping and paying bills from the comfort of our homes, providing easily accessed information for everyone, providing entertainment just a click away, and most significantly, altering the modes of communication, making it more efficient and fun. Our connection to everyone is very important, as we are social beings by nature, and engagement with another person makes us feel better and validated in a relationship.

Great connections are contributory to the welfare of each of us. With the advent of technology, connections have become more available and manageable. Electronic mail, instant messaging applications, and social media platforms facilitate the sending and receiving of messages in real-time; thus, long delays in communication would not happen anymore. The flexibility in conversations helps us strengthen our line of communication. Distance is no longer a hindrance to building successful connections and relationships. Technology facilitates communication as it helps us thrive in a supportive setting, which could help us foster personal development. Moreover, the accessibility of technological advancements for communication gives us the chance to break the inconvenience of long-distance connections, and as an upshot, people are more confident in their sense of belongingness.

In the modern era, technology governs everything that we do, and that includes digitizing communication, which affects personal connections. Communication channels brought about by modernization allow us to choose any mode that fits our preferences. Whenever or wherever we are, technology allows efficient partnership, association, or even alliance between people, groups, or organizations. However, too much of anything is a deterrent to progress. With the proper and ethical use of technology, boundaries are set in place, and the influence of technology is likely to be positive. Therefore, it is all-important to realize that proper management with the use of technology is fundamental for effective personal connections. Thus, a sense of balance between technology and person-to-person interaction ensures meaningful connections.

We must admit that technology is already embedded in every culture. We already have deep knowledge of every digital technology platform that aids communication and promotes personal connections. All technology-related devices and platforms can create and maintain human relationships, as long as they are used properly and ethically. It is vitally important that a balance between the virtual world and the real world is established. In conclusion, technology today has a massive impact, and, in the years to come, more advancements are on the way. However, we should be reminded that technology is not a substitute for face-to-face connection, nor does it outdo the true sense of authentic human connection; its emergence is to enhance the efficiency of communication for better personal connection. Let us be responsible as we enjoy the positive aspects of technology that build connections and maintain substantial relationships regardless of the distance in the digital era.

DOI 10.5281/zenodo.11666279

In the classroom, discipline is more than just keeping things in order; it's essential to fostering an atmosphere that supports productive learning. Students that exhibit discipline are more likely to pay attention in class, participate fully, and have meaningful conversations about the material (Marzano & Marzano, 2003).

Respect for others is another essential component of discipline in learners. Pupils who behave in a disciplined manner are more likely to have a respectful environment where everyone feels safe and respected. This regard is not limited to educators; it also includes peers and the educational process itself (Cohen & Lotan, 2014).

The discipline of learners also has a big impact on their time management abilities. Disciplined students know how important it is to be on time, to meet deadlines, and to efficiently manage their study time. In addition to improving academic achievement, this skill set gets students ready for the demands of the workforce in the future (Rothstein, 2010).

Nonetheless, there are a number of difficulties in upholding discipline in the classroom. Students have varied origins and have been exposed to different levels of discipline. These varied backgrounds may have an impact on pupils' conduct and capacity to follow classroom regulations, claims Howard (2002).

Another aspect that affects students' discipline is peer influence. Group dynamics and peer interactions have a big impact on how each student behaves. While negative peer pressure can weaken disciplined conduct, positive peer impact can support it (Doyle, 2006).

Teachers can use a number of ways to effectively support students' discipline. Setting clear guidelines and expectations is essential first and foremost. Clear and consistent expectations, in Wong's opinion (2009), assist pupils understand what is expected of them and eliminate uncertainty.

Positive reinforcement is an additional tactic that works well. Teachers encourage pupils to sustain desired behavior by praising and rewarding disciplined behavior (Brophy, 2006).

Additionally, communication is essential to upholding discipline. Teachers should stay in constant contact with their pupils, responding to any problems or concerns in a timely and helpful manner (Emmer & Stough, 2001).

The foundation of successful classroom disciplinary management is consistency. Teachers can promote a feeling of justice and accountability in their pupils by keeping the classroom environment predictable and making sure students understand the expectations and penalties. This method, which is supported by Charles and Senter (2004), fosters a positive learning environment where children can succeed both academically and behaviorally in addition to aiding in the maintenance of order.

In summary, maintaining student discipline is essential to fostering a supportive learning environment and goes beyond simple compliance. It affects kids' academic performance, promotes respect among them, and develops vital life skills like accountability and time management. Through the implementation of clear expectations, positive reinforcement, effective communication, and consistency, educators may encourage children to thrive academically and develop into responsible persons who are ready for any problems that may arise. This fosters discipline in the classroom.

DOI 10.5281/zenodo.11906614 

In education, productivity is crucial for a positive learning environment, achieving objectives, and supporting student success. Treating coworkers like family is a simple yet effective tactic to increase teacher efficiency. This strategy fosters a cooperative and supportive culture, greatly boosting output and job satisfaction.

Considering your fellow educators as family creates a nurturing atmosphere that improves teamwork and lowers stress. Teachers who consider their peers as family members are more inclined to lend a hand, exchange resources, and give helpful criticism. Teachers who feel supported by their peers’ report reduced levels of burnout and higher levels of job satisfaction (Evers, Brouwers, & Tomic, 2002). This sense of community and support from one another can boost motivation and raise a group's desire to take on obstacles.

Productivity is built on effective communication. A family-like environment fosters openness and trust, which reduces communication obstacles. Strong professional relationships between teachers, marked by open communication and mutual respect, have been connected to greater levels of instructional effectiveness and student accomplishment (Johnson, Kraft, & Papay, 2012).

Creativity and invention are fostered in a family-oriented atmosphere. Teachers are more willing to take chances and try out novel teaching techniques when they feel respected and comfortable in their roles. This leeway for creativity can result in the creation of teaching methods that are more successful and improve student learning. A culture of innovation is fostered by trust among educators, enabling them to attempt new things without worrying about being judged or failing ( Bryk & Schneider, 2002).

Teaching is a difficult job by nature; teachers deal with a variety of pressures on a daily basis. Educators who treat their coworkers like family are more resilient and have coping skills to deal with these difficulties. Supportive professional connections aid in stress management, which in turn promotes a healthy work environment and long-term productivity among educators (Leithwood & Beatty, 2008).

Improving productivity is directly related to having a positive school culture. Co-teachers foster a climate of mutual respect, trust, and support when they treat one another like family. This school's positive culture affects both staff and students. Attaining educational excellence and raising student outcomes depend heavily on having a positive school culture that is marked by solid relationships and a collaborative attitude ( Fullan, 2014).

Implementing this strategy requires intentional steps and dedication to creating a family-like environment. Practical tactics include regular team-building exercises to foster camaraderie, open communication through meetings to exchange ideas and concerns, and support networks for personal and professional guidance. Celebrating accomplishments together also strengthens a sense of achievement and group pride.

In conclusion, treating coworkers like family is an effective tactic for increasing classroom efficiency, building resilience, and fostering a healthy school culture. By creating a supportive, innovative, and communicative environment, schools can establish a conducive learning atmosphere for both students and educators.

DOI 10.5281/zenodo.12058979 

Although they may initially appear to be unrelated fields, physics and physical education both provide students with special benefits and joys. These subjects make a substantial contribution to the overall educational experience by encouraging a profound understanding of the natural world and promoting physical well-being. Physics and physical education combined can increase students' sense of fulfillment, excitement, and engagement in the classroom.

A fundamental knowledge of the natural world can be gained from physics. Physical education is centered on physical fitness, motor skills, and general well-being, while it explores basic concepts like motion, energy, and forces. Movement, cooperation, and healthful behaviors are encouraged. Thinking critically, solving problems, and applying analytical skills are all improved by studying physics concepts.

There are connections between physics and other fields like engineering, chemistry, and biology. Advancements in technology are informed by an understanding of physical laws. Sports performance is improved when physics concepts—like biomechanics—are incorporated. Through participation in sports, students gain knowledge about force, motion, and energy. A lifetime love of learning and curiosity are fostered by physics. It promotes scientific investigation and inquiry. Frequent exercise improves mood, lowers stress, and supports general health. Students gain lifelong benefits from the habits it instills. A sense of wonder and purpose is provided by comprehending the laws of the universe. It makes pupils more aware of the larger universe. Conversely, engaging in physical activity releases endorphins, which enhance mental and emotional health.

The fundamental ideas guiding motion, forces, and energy are found in physics. Physical activities are based on ideas like biomechanics and Newton's laws. Teachers can help students avoid injuries, maximize movement efficiency, and improve their performance in sports and exercise by having a solid understanding of physics. Physics: Sports equipment, such as balls, racquets, and bicycles, are designed and function based on principles of physics. Performance is impacted by ideas like aerodynamics and material properties. Educators utilize this information to select equipment that is appropriate, impart physics to students, and enhance athletic abilities. A subfield of physics called biomechanics examines the forces acting on the human body as it moves. Being aware of biomechanics aids in injury prevention. Based on biomechanical principles, educators stress safe techniques, body alignment, and proper form. Teachers use physics to improve training programs, analyze techniques, and improve athletic skills. Ideas such as projectile motion and rotational dynamics explain sports performance (e.g., throwing a ball, jumping).

Students become motivated and interested in engaging in exciting physical activities. Connecting physics to movement and sports feeds curiosity and pushes for further investigation. Practical applications in sports and fitness strengthen physics principles (e.g., analyzing a basketball shot). By connecting theory and practice, students learn through real-world applications. Physical education and physics go hand in hand; one enhances the other. Teachers can design comprehensive learning experiences that empower students both physically and intellectually by acknowledging this symbiotic relationship. Let's honor the vibrant relationship that exists between physics and physical education!

 DOI 10.5281/zenodo.12062058 

In the test hall, tensions rise, equations dance before your eyes,

But fear not, engineer, a trusty friend is by your side,

A plastic hero, small and sleek, with buttons whispering, "Don't you fret."

The calculator, a tool of might, can conquer problems through the night.

For unit conversions, a magic key, grams to pounds, with ease you'll see.

Sine and cosine, at your command, trigonometric triumphs in your hand.

Fractions taunting, a messy sight? Let the machine bring fractions to light.

Decimals unruly, causing strife? Convert with confidence, new life!

Logarithms lurking, dark and deep? The log key's touch, a problem you'll leap.

But hold, young builder, a word is due,

This plastic pal's a crutch, it's true.

For true understanding, concepts must hold,

A grasp of formulas, more precious than gold.

So use the buttons, a helpful guide,

But don't forget the knowledge inside.

With understanding and this tool combined,

The engineering exam, you'll leave behind.

So press the buttons, with practiced hand,

And conquer equations, across the land.

This test you'll vanquish, with skill and might,

The engineer you'll be, a future so bright!

DOI 10.5281/zenodo.12155894 

Abstract

This qualitative study aimed to determine the teachers’ experiences living in the indigenous people’s community during the COVID-19 pandemic for Academic Year 2021-2022. The research method utilized in the study was qualitative using in-depth interview and the design was ethnography. The research instrument utilized in this study was a researcher-made interview schedule. Audio and video recorders were also used for data gathering and documentation. Thematic approach was used to analyze the data gathered.  It was found out that the teachers encountered varied experiences classified as difficulty in workplace, safety and security, learners’ habitual behavior, DDU (depressed, dilapidated, & underserved) school, far from the town and difficult roads, poor learners’ achievement, teaching the basic literacy, learning modality as a challenge, observing health protocols, culture shock, good communication with the community of non-IP teachers, adjustment of married teachers, giving extrinsic motivation, complex work arrangement during pandemic, exhaustion, and support from external stakeholders.

Keywords: Experiences, IP Community, Living, Teachers, Policy Recommendation

Chapter 1

Introduction

Background of the Study

         Teaching is a multifaceted profession where teachers are required to perform a lot of duties expected of them, accomplish obligations adhering to their mandate, and carry out abrupt demands of work. These demands may or may not be compensated, hence making teaching a stressful profession.

In accordance with Sections 3 and 4 of RA No. 7836 (the Philippine Teachers Professionalization Act of 1994), which is referenced in the Code of Ethics for Professional Teachers of the Philippines (Resolution No. 435, 1997), it is emphasized that "every teacher shall be physically, mentally, and morally fit. Every teacher shall possess and actualize a full communicative capacity.”

However, teachers are just mere human beings with individual differences who also face struggles, shortcomings, difficulties, and challenges. One of the challenges faced by the teachers in these difficult times is the teaching-learning delivery amidst the COVID-19 pandemic.

The COVID-19 epidemic disrupted education to the greatest extent ever because it affected students and instructors almost everywhere in the world (United Nations, 2020). Despite the COVID-19 pandemic, teachers have consistently been ranked among the most stressful professions due to a variety of factors, including heavy workloads, excessive administrative responsibilities, strained relationships with coworkers and school leaders, and challenging work-life balance, according to Johnson et al. (2005), as stated in Mari et al. (2021).

         According to Barro, et al. (2021), the pandemic has changed how teachers allocate their time between teaching, interacting with students, and administrative responsibilities.

According to the Department of Education (2020), during the the first South East Asian Ministers of Education Organization (SEAMEO) Ministerial Policy e-Forum, Dr. Leonor M. Briones stated that the first principle that the department adhered to and to which it is committed, in compliance with the Preseident’s directive, is to ensure that learning continues in the midst of the pandemic; however, the safety, health and well-being of learners, teachers, and personnel should be protected and safeguarded to prevent the further transmission of the disease.

DepEd responded to the problem of developing innovative educational delivery mechanisms in schools by introducing the Basic Education Learning Continuity Plan (BE-LCP). Through the BE-LCP, learners across the nation had options for the learning modality that was most appropriate for their circumstances.

Due to the shift to new learning modalities mandated by the pandemic, it is challenging for those teachers in the Schools District of Calinog II assigned in the Indigenous People (IP) communities to grasp distance teaching and remote learning. The IP communities' highlands, distant barangays, and hard-to-reach areas are where these schools are situated. It is crucial to comprehend how teachers in the Indigenous People (IP) community develop over time at managing the regular demands and difficulties associated with the teaching profession in order to prevent burnout in teachers as well as to encourage their engagement, learning, mastery, and efficiency.

With this, the sources of teachers’ stress have multiplied with the advent of COVID-19.

Thus, the study shifted its focus to detailing the teachers' experiences living in the Indigenous Peoples (IP) community for the School Year 2021–2022 in times of COVID-19 pandemic or the "new normal" in order to contribute to the expanding literature on the effects of the pandemic on educators.

Statement of the Problem

         The study was conducted to describe the experiences of teachers who are teaching in the Indigenous Peoples (IP) community for School Year 2021-2022.

         Specifically, the study aimed to answer the following questions:

         1. What is the profile of teacher-respondents in terms of age, sex, position, length of service, marital status, & ethnicity?

         2. What are the experiences of teachers who are living in the Indigenous Peoples (IP) community?

         3. What policy can be proposed based on the findings of the study?

DOI 10.5281/zenodo.12199176 

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Introduction

Multiple intelligences (MI) theory, proposed by Howard Gardner, suggests that humans possess a range of intelligences that manifest in different skills and abilities. This study aims to determine the levels of multiple intelligences among mentors and mentees in a preschool college in China and explore how these intelligences relate to each other, especially in the context of the transition to online learning due to the COVID-19 pandemic.

In 1993, Dr. Howard Gardner argues that humans possess a number of distinct intelligences that manifest themselves in different skills and abilities.

All human beings apply these intelligences to solve problems, invent processes and create things. Intelligences, according to MI Theory, is being able to apply one or more of the intelligences in ways that are valued by a community or a culture. The current MI model outlines eight intelligences, although Gardner (1999) continues to explore additional possibilities. (Linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, naturalist, interpersonal and intrapersonal intelligence. Multiple Intelligence Theory provides a way of understanding intelligence, address multiple ways and knowing (Christison, 1996b). Teaching strategy informed by MI Theory can transfer some control from mentor to mentees by giving mentees choices in the ways they will learn and demonstrate their learning. By focusing on problem-solving activities that draw on MI, these teaching strategies encourage mentees to build on existing strengths and knowledge to learn new content and skills. As technology is increasingly used in the educational process. It is becoming a more powerful tool in putting the multiple intelligences and learning styles to use as mentors accommodation to the school mentees. For example, in verbal-linguistic refers to the use oral or written language to store, process and transmit information. The technology tools can accommodate by the mentors to enhance Verbal-linguistic intelligence in learning include storytelling applications/ apps. Which offer narratives, scenarios and discussions for younger mentees. In logical-mathematical, is the ability to solve abstract problems, make mental calculations. The technology tools can accommodate by the mentor include spreadsheets, databases, online survey tools for gathering and analyzing data and even online tools and apps that create printable timelines. In Musical intelligence, it enables mentees to produce and understand the meaning of different types of sound. The powerful tool that can accommodate by mentors is tools for creating and collaborating and inexpensive applications that allow mentees to record and edit audio files. Bodily-kinesthetic intelligence this process can help mentor’s accommodation to school mentees to express themselves and presenting idea through movement and the body. Some technology tools used include apps/ application for tablets and smartphones that cater to mentee’s tactile senses and abilities to manipulate objects. And the three (3) Learning styles ,the visual mentees learn through seeing, auditory-learn through listening and the tactile can learn through moving. For example in visual mentees, the mentor’s accommodation for the mentees in delivery of modular learning activities like take detailed notes from textbooks/ modules of different illustrations, presentation and images of different people, things, graphs and charts. In the delivery of online learning activities are lessons with materials such as film, video, maps and diagrams and images

Background of the Study

The COVID-19 pandemic drastically affected education, leading to a shift from face-to-face learning to distance learning. This study examines how mentors accommodate individual differences in mentees' learning styles and multiple intelligences, and how effective these accommodations are in the new learning environment.

Many studies of literature read by the researcher related to the present study about the Multiple Intelligences of the mentees as basis of teaching strategies to enhance the teaching–learning process. Multiple Intelligences create a mentee-centered classroom environment and integrating multiple intelligences activities in the lesson plans to aid mentee’s learning improve their skills (Davis 2017). Different activities such as linguistic, mathematics, spatial, physical and body movement, rhythm skills, ability of human relationship, self-understanding, love of natural environment and higher level of existence has resulted in an increase of multiple intelligence capabilities of mentee’s (Siphai, Supandee, Raksapuk, Popayang, Kratooverk, 2017) and a variety of multiple intelligences support the mentee’s performance (Milad, 2018). Yaumi, Sirate and Patak (2018) revealed that multiple intelligences - based instructions, designing mentee-centered approach and learning and mentoring the implementation of mentee-centered learning indicated significant contribution on Multiple Intelligences development. Alqarni (2018) showed that the mentor’s awareness of Multiple Intelligences practices had the highest relationship w/ the practice of bodily-kinesthetic intelligence practices had the highest relationship with the linguistic intelligence. Rusli and Negara (2017) concluded that there was no interaction effect between the factors of visualization types and learning styles, meanwhile Sever and Cokcaliskan (2018) revealed that most of the intelligence types and learning styles had a moderate positive correlation.  Seventh, Hong et.al (2020) studied the relations between mentee’s naturalistic, bodily-kinesthetic, spatial and logical intelligences and their hands-on making self-efficacy reflected in their attitude toward quality improvement in a science, technology, engineering, arts and mathematics contest. The authors conclude that attitude toward quality improvement was crucial for mentees to win in the contest which benefited those mentees with a high level of the four types of intelligences.

Theoretical Framework

Gardner's MI theory outlines eight distinct intelligences: linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, naturalist, interpersonal, and intrapersonal. Each intelligence provides different ways of understanding and processing information, suggesting that teaching strategies should be diversified to cater to these varied intelligences.    

The theory of Multiple Intelligences proposes that a number of intelligences exist, where intelligences was understood as capabilities and potentials that a person can possess. Many studies promote teaching based on MI’s as school due to the numerous benefits that it provides (see the systematic review Shearer, 2018). Particularly, this research demonstrates positive results in academic performance and creativity levels through teaching based on multiple intelligences aimed at the development of creative writing, discussing, issues in an interdisciplinary way, using music and the body as a means of communication, developing natural thinking, simulating situational problems, visual metaphors, cooperative work, setting own goals, etcetera.

 The importance of studying the different kinds of intelligences through which a human being receives, decodes, understands, applies, and analyzes information. In order to be successful in teaching also, a mentor has to improve their abilities to address all mentees’ thinking as different as they may be.

The Multiple Intelligences Theory as a framework to the Mentees Verbal-Linguistic Intelligence:

    Hali (2017) states that people with fluency in language demonstrate proficiency in the use of their vocabulary and linguistics by engaging in activities such as reading, writing, storytelling and memorization of language skills. Some of the activities used by language mentors to improve and speed of mentee’s learning in language, scrabble writing, doing crosswords and puzzles.

Logical-mathematical intelligence:

People who have this personal information as a source of strength are good at logical thinking, number understanding, and critical thinking (Ismail, AlSaqqaf, & Din, 2020). This group of mentees have to be interested in measurement patterns, reasoning and solving problems and find it easy to solve arithmetic problems, games and experiments.

Visual-spatial intelligence:

People with this biological knowledge can remember pictures, illustrations, and usually enjoy reading, understanding, and memorizing maps and are aware of their surroundings (Luo & Huang, 2019). Moradi, Ghahari and Abbas Nejad, (2020) recommend activities for the mentees/ mentees who can help improve and enhance their language skills. They have to think and enjoy in images, drawings, artworks, posters and museum visits.

Musical intelligence:

Focus is an expertise in sounds, rhythms, tones, and music. Mentors may ask these mentees to practice singing, writing and produce songs, learning about music and learning about sounds. e.g., pitch, volume, pitch and music) traditional music and culture, and so on. (Sternberg, 2020).

Bodily-kinesthetic intelligence

According to MI theory, these people have a sense of time, they learn through physical activities such as doing activities, exploring and discovering the environment around them. Mentors can create a group of these mentees and assign them different activities and games which include exercise, excursions, property hunting, and so on. and then describe in detail the activities that the mentees did in front of the class (Roohani, Etesami, & Mirzaei, 2020).

Interpersonal intelligence:

  People who have experience dealing with people have social characteristics. They have environmental issues and how others feel and use this experience to balance and interact with others. Mentees have to communicate well and be leaders in their groups and can easily develop interpersonal relationship. (Saidi, 2020).

Intrapersonal Intelligence:

These people are very intelligent, they think, and they think very well. They know their strengths and use their knowledge to make good decisions, since the result of their actions is their character (González-Treviño, Núñez-Rocha, Valencia-Hernández, & Arrona-Palacios, 2020). Hasnidar, Sulihin and Elihami (2020) explain that these mentees know how to motivate themselves for learning activities and how maintaining a balanced emotional outlook ultimately leads to success in their learning process. Mentees who are spending a lot of time alone than as a part of a group. (Saidi, 2020).

Multiple Intelligences in the Classroom

         Educators have positively responded to Gardner’s theory. It has been embraced by a range of educational theorists and, significantly, applied by mentors and policymakers to the problems of schooling. Many schools in North America have sought to structure curricula according to the intelligences and to design classrooms—even whole schools—to reflect the understandings that Howard Gardner develops.

         In teaching and Learning Multiple Intelligences in different modalities like online and modular distance learning. For example, the technology tools can be used to enhance verbal-linguistic intelligence in learning include storytelling apps. or application, which offer narratives scenario and discussions for younger mentees. Older mentees benefit from blogging about a notes and highlighting crucial points also helps the learning style. Online resources w/relevant subject matter can be utilized by mentors in order to cater to this type of intelligence.

DOI 10.5281/zenodo.12224842 

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Introduction

What is the classroom discussion expected to focus on? Will it be for the benefit of the teachers? Or for the learners? Classrooms in China are often centered on the teacher who delivers the lesson. Maybe this is due to the fact that the culture of the Communist country has such kind of practice. Education has to evolve and focus on student engagement and student-centered learning as the key factor to achieving holistic education.

This has been adopted globally as it has proven to be more advantageous than its traditional counterparts. A student-centered classroom or student-centered learning environment is simply an approach or method of the teaching-learning process which emphasizes students’ independence in the process of gaining knowledge. Compared to its counterpart that the teacher is actively involved in teaching while the learners are in a passive, receptive mode listening as the teacher teaches (IGI Global, 2021), this approach emphasizes the involvement of the students in the process while teachers serve as facilitators or guides in giving lessons, activities and even assessments (Luuin, n.d). The latter has become popular in the 21st century because it provides students with several crucial skills such as decision-making abilities or leadership skills which the traditional classroom approach can hardly generate.

Background of the Study

Classroom conditions in China are often regarded as something that has been controlled by the teachers driven by the Chinese culture of being a communist country. It is something that is centered on the teacher who is teaching the lesson inside the classroom. Grounded on the philosophy of the Confucius, teacher is highly regarded in the classroom. Such condition does not necessarily imply a teacher-centered classroom, but most practices are into it. But due to some influences, it may somehow turn into something that is focused on the students.

         Hence, this study would try to investigate the learning environment in the Chinese classrooms if such classrooms are focused on students or to teachers.

Related Literature

Benefits of Student-Centered Learning

Student-centered learning develops students' thinking skills, social skills, and problem-solving abilities. It encourages active participation, where students contribute their knowledge and experiences, fostering a more interactive and engaging learning environment. Assessment in student-centered learning is diverse and interactive, involving journals, reports, and creative projects rather than traditional exams.

Challenges of Traditional Learning

Traditional teacher-centered classrooms often lead to passive learning, where students merely receive information without active engagement. This can result in boredom, lack of critical thinking development, and missed opportunities for collaborative learning.

Impact of the COVID-19 Pandemic

The pandemic has intensified the need for student-centered learning, especially in online environments. Adapting to virtual learning requires flexible, interactive, and student-focused approaches to ensure effective education.

Theoretical Framework

Socratic Method

The Socratic method emphasizes questioning and critical thinking, where the teacher facilitates rather than directs learning, encouraging students to think deeply about issues.

Social Learning Theory

Albert Bandura's Social Learning Theory highlights that people learn from observing others. This theory supports the idea that students can learn appropriate behaviors and skills through modeling and imitation, with teachers influencing students' self-efficacy and motivation. students based on their sex, course and their grade level.the researcher will determine the practices employed by the teachers in creating a student-centered learning environment based on the assessment of the student respondents. Here the students will answer a 25-item survey questionnaire.It will be measuring the level of involvement of the teachers in facilitating a student-centered learning environment as assessed by the students.

The result of the study will be the basis for the development of more effective classroom management strategies.

Statement of the Problem

This study aims to assess the practices of teachers in creating a student-centered learning environment towards promoting a more effective classroom management in Jinan Preschool Education College.

Specifically, this study will seek to answer the following questions:

1.     What is the profile of the student respondents in terms of?

1.1    sex

1.2    Course

1.3    Grade level

2.     As assessed by the students, to what extent do teachers practice creating a student-centered learning environment?

3.     Is there a significant difference in the extent to which teachers practice creating a student-centered learning environment when their profile is taken as test factors?

4.     What is the level of teachers’ involvement in facilitating a student-centered learning environment as assessed by the students through?

4.1   collaboration

4.2   personalization

4.3   critical thinking and problem-solving skills

4.4   self-regulation and academic tenacity

5.     Is there a significant difference in the level of teachers’ involvement in facilitating student-centered learning environment through aforementioned variables when they are grouped according to profile?

6.     Is there a significant relationship on the practices employed by the teachers and their level of involvement in facilitating student-centered learning environment?

7.     Based on the results of the study, what inputs can be factored in to create a more effective classroom management that promotes self-centered learning?

Hypothesis

The following hypotheses will be tested in the study at 5%:

Ho1: There is no significant difference in the extent to which teachers practice creating a student-centered learning environment when their profile is taken as test factors.

Ho2: There is no significant difference in the level of teachers’ involvement in facilitating student-centered learning environment through aforementioned variables when they are grouped according to profile.

Ho3: There is no significant relationship on the practices employed by the teachers and their level of involvement in facilitating student-centered learning environment.

Significance of the Study

This study will be beneficial to the following:

Students. When students of Jinan Preschool Education College are the center of teaching-learning process, they become more engaged academically, socially, and even behaviorally, making them more open and willing to learn new things. Also, the readiness and expertise of the teachers in facilitating student-centered classroom activities will help students develop the knowledge, skills, and characteristics that will lead them to become personally successful, economically productive, and actively engaged citizens of the country in the future.

Teachers. In student-centered learning, students take control of their learning and attitude inside the classroom. This scenario lessens teachers’ concern or frustrations and more time spent teaching. Even better, teachers get to see students make connections to the material. Rather than drilling irrelevant pieces of data, teachers help students connect the things they learn to their daily lives. More engaged students mean more fulfilled and less stressed educators. Also, this endeavor will help them frame their lessons and determine which competencies and skills need to be given more attention and reinforcement in their classrooms to produce holistic and well-rounded individuals ready to face and embrace the demands of the 21st century.

School Administrators. It can give school administrators a reference and act as a guide for management which can meet the expectations of teachers.

Curriculum Makers. This study will aid curriculum makers to elaborate theoretical conceptions of the aforementioned variables and to translate these conceptions into coherent curriculum concepts for classroom use. These concepts help shape engaging students, teaching problem-solving skills, getting students to think about thinking, allowing students to have control, and encouraging collaboration.

Future Researchers. This study can become a point of reference or springboard for wider and more comprehensive studies.

Scope and Delimitations of the Study

This research is anchored in and limited around student-centered learning skills and practices on collaboration, personalization, critical thinking and problem-solving skills, and self-regulation and academic tenacity. The significant difference will be tested based on the sex, course, and grade level of the respondents. Also, this study will focus into the practices of teachers in facilitating student-centered learning approach as assessed by the students.  

Respondents of the study will be students of Jinan Preschool Education College in China. Data gathering will be guided and limited to an adapted questionnaire validated by the experts.

Definition of Terms

The following terms are defined in the context of the study presented:

Collaboration is a learning approach that involves students working together on activities or learning tasks in a group small enough to ensure that everyone participates. Students in the group may work on separate tasks contributing to a common overall outcome, or work together on a shared task.

Critical thinking and problem-solving habits are honed because they are given more opportunities to interact with the teachers and their colleagues.

Perception is the act or faculty of perceiving, or apprehending by means of the senses or of the mind; cognition; understanding.

Personalization is an educational approach that aims to customize learning for each student's strengths, needs, skills, and interests. Each student gets a learning plan that's based on what they know and how they learn best.

Self-regulation and academic tenacity are when students who can overcome challenges and approach their learning with resilience, persistence, perseverance, grit, and self-regulation are better equipped to achieve success in school and beyond. 

Student-centered Learning refers to a wide variety of educational programs, learning experiences, instructional approaches, and academic-support strategies designed to address the academic needs of students.

Strategies is a plan, method, or series of maneuvers or stratagems for obtaining a specific goal or result.

Research Methodology

Research Design

This research will be guided by the principles of quantitative approach in research. According to positivist paradigm, quantitative method analyses the problem with statistical and methodological rigor, in this way it offers a better chance of reaching generalizations. Further, quantitative research is about collecting and analyzing data to explain phenomena. Information from a sample is used to make generalizations or predictions about a population.

This research will also employ descriptive-comparative-correlational research as it aims to accurately and systematically describe a population, situation or phenomenon. It is designed to answer what, where, when and how questions. This approach is an appropriate choice when the research aim is to identify characteristics, frequencies, trends, and categories. Specifically, this research will also employ quantitative approach.

Research Locale

This study will transpire at Jinan Preschool Education College in China. Founded in 1952, It is one of the five earliest preschool teachers established in New China; Jinan Radio and Television University was established in 1979 and is a distance education system covering the whole city. The school currently has two campuses, Changqing and Minghu, covering an area of nearly 800 mu and a building area of 186,300 square meters. Now there are 8 colleges. Business Informatics collage is one of these eight colleges and was established in September 2014.

Since the establishment of the college, the college has determined the construction idea of "seeking new mechanisms, paying equal attention to business and industry, seeking characteristics, and innovative development", and has formulated a student training idea of "moral education first, ability, emphasis on effectiveness, and comprehensive development". The development vision of the college is to become a college with multidisciplinary characteristics of finance, commerce, and modern information technology, with extensive regional influence and competitiveness, and able to lead the sustainable development of regional economy.

Population, Sample and Sampling Technique

Sampling is the process of selecting a sample from a bigger population that serves as the basis for calculating or anticipating the frequency of an unrecognized information or result, regarding the population. All participants will be chosen through random sampling employing the proportional stratified random sampling. The Qualtrics calculator will be used to determine the sample size from the 7,000 total population from Jinan Preschool Education College.

Sample and Sampling Method

The study involves 365 students from Jinan Preschool Education College, selected through proportional stratified random sampling.

Research Instrument

This research will utilize a self-made questionnaire designed by the researcher and validated by three experts. The questionnaire has 3 parts. The first part is the profile of the respondents as to sex, course, and grade level. The second part are 25 questions about the practices employed by the teachers and the third part features indicators of collaboration, personalization, critical thinking and problem-solving skills, and self-regulation and academic tenacity.

Data Gathering Procedure

Before the distribution of the questionnaire, the researcher will construct a web-based version of the instrument through WeChat form or the like, as this form is more convenient and easier to use for the participants. The researcher will make a Participants Information and Informed Consent Form (in English and Chinese version) to serve as an introduction and briefer of the survey questionnaire. The researcher will ensure that each participant reads the form before he/she proceeds. He/She then will be instructed to click a tick box found at the bottom part of the form to confirm that he/she reads and understands the information provided and willing to participate in the research survey. Upon confirmation, the participant will proceed to the questionnaire proper.

Data gathering will be guided and limited to a self-made questionnaire of the researcher and validated by the three experts. Before the data gathering proper, all needed consent letters will be accomplished before conducting the survey in Jinan Preschool Education College in China.

The chosen respondents will be briefed and informed about the study and its purpose. It will be made clear with them that the study will be just for academic purposes and it will not jeopardize their safety and privacy. No punishment or demerits will be given to them should they wish to withdraw from the study due to any personal, social reason.

The data will be gathered and tabulated with the most appropriate statistical treatment. Analysis and interpretation will be done to capture the ideas, better understand the concept, and accurately address the research questions. An input will be designed and formulated to improve teaching standards and practices and enhance the present policies.

The pre-data gathering procedure will include online research, identifications of theoretical and conceptual frameworks. The actual data gathering procedures will involve conducting survey. Finally, quantitative data analysis will be counted in utilization of some statistical treatment to come up with appropriate and substantial data exploration and interpretation.

Likert rating scale will be used to measure the level of students’ learning engagement

Statistical Treatment of the Data

The data gathered will subject to Descriptive Research Design and Analysis of Variance. The researcher will work together with the research statistician to appropriately consolidate, measure, analyze and interpret the results of the study through the following statistical analysis.

Descriptive Research Design

This is used to describe the demographic profile of the respondents. Frequency distribution and percentage count of the respondents’ characteristics (sex, course and grade level) will be conducted as part of this analysis.

Percentage and Frequency Distribution

It shows the relationship of the part to its whole. The researcher will use this to transform proportion to a percent by multiplying by 100. This will be used in the presentation of the affiliation of the student respondents of the study.

Weighted Mean

This will be used to determine the response of the respondents on the various factors considered in this study. The computed means will be interpreted using the Four (4) Point Likert Scale as well as the different matrices used are presented as follows:

Guide to the Interpretation of the Test

Using Statistical Package for Social Sciences (SPSS), the null hypothesis is accepted if the significant value of the test results is higher than the 0.05 significant level. The null hypothesis is rejected if the significance value of the test results is lower than 0.05.

Analysis of Variance (ANOVA) and t-test

It is a statistical tool will be used to test the difference between two or more variables. It will be used to test if there are relevant differences among the characteristics of the variables. The method works by separating observed variance data into the other components and then tests the data to see if it would produce a difference. In the case of the present study, ANOVA will be used to identify if there are significant differences between the respondent’s personal and professional profiles and characteristics with their personal values.

Ethical Considerations

The survey will be performed while observing ethical considerations as: (1) Informed consent from the respondents will be first sought before they participate in the survey; (2) The respondents will participate voluntarily and not coerced; (3) The respondents’ identities will be kept confidential together with their answers, and such will be used for academic purposes only. (4) The study will not cause or do any harm, risk or inconvenience to the respondents; and The researcher will submit the necessary forms required by Ethics Committee of Emilio Aguinaldo College and will apply the comments made by the evaluators before proceeding to the data gathering procedure.

Results and Discussion

Profile of Student Respondents

The study includes a diverse sample of students in terms of sex, course, and grade level, providing a comprehensive view of their experiences and assessments.

Assessment of Teachers' Practices

Teachers are generally seen as practicing student-centered approaches, with the highest ratings in positive attitude and enthusiasm. However, areas such as providing remedial measures and identifying student talents received lower ratings, indicating room for improvement.

Significant Differences and Relationships

No significant differences were found in the assessment of teachers' practices based on sex, course, or grade level. This suggests a consistent perception of teachers' practices across different student groups.

Conclusion

1.     Teachers play a pivotal role in creating and facilitating a student-centered learning environment through their practices and level of involvement.

2.     A high level of teacher involvement correlates with a more effective student-centered learning environment, where students are actively engaged in their own learning process.

3.     Teachers who prioritize student-centered practices demonstrate a deeper understanding of individual student needs and are better equipped to adapt their teaching methods accordingly.

4.     Effective student-centered teaching practices require teachers to foster a collaborative and inclusive classroom atmosphere, encouraging students to take ownership of their learning and engage in critical thinking.

5.     Continuous professional development and support for teachers in implementing student-centered practices are essential for sustaining a dynamic and successful learning environment that caters to diverse student needs and promotes lifelong learning skills.

 Recommendation

1.     Provide ongoing professional development opportunities focused on student-centered teaching strategies, pedagogies, and classroom management techniques to empower teachers to effectively create and facilitate student-centered learning environments.

2.     Encourage collaborative planning sessions among teachers to share best practices, discuss challenges, and brainstorm innovative ideas for promoting student engagement and active learning in the classroom.

3.     Incorporate technology tools and resources that support student-centered learning, such as interactive educational software, online collaboration platforms, and multimedia resources, into teacher training programs and classroom practices.

4.     Foster a supportive school culture that values and recognizes teachers' efforts in implementing student-centered practices, providing mentorship opportunities, peer observation, and constructive feedback to enhance professional growth.

5.     Establish partnerships with educational researchers, institutions, and organizations to stay updated on the latest research findings and evidence-based practices in student-centered learning, and integrate this knowledge into teacher training programs and curriculum development efforts.

DOI 10.5281/zenodo.12512809 

Introduction

Everyone if not all in the organization expects a certain degree of rewards in something that they do for the organization. This is by human nature. Though there are exceptional cases where their actions are driven by strong motivation to serve. There are possible opportunities for everyone to grow in the organization. This is exactly the mind of the managers who screens the applicants for a certain position in the organization – the opportunity to grow in the organization. Such opportunity must be coupled by the leadership motivation so that they can do more in the organization.

Motivated administrators and teachers can also enhance job performance giving significant importance when it comes to promotion opportunities, professional development and administrative and teacher job satisfaction.  To influence middle administrators and teachers towards having leadership positions and job satisfaction, factors of motivation and commitment must be determined through employee performance and productivity. According to Gilbar (2019), the factors of motivation and job satisfaction are an integral part in the school improvement process which requires professional development initiatives leading to leadership promotional opportunities of the middle administrators and teachers. Hence, Jinan Preschool Education College who is handling many teachers needs to have educational leadership professional development initiatives that would influence them to appreciate the promotional opportunities available in their institution for their personal and career growth.

         Leadership style is very important to keep people motivated (Tracy, 2019) wherein it undergoes leadership changes the psychological climate towards leading performance improvement. Hence, appropriate leadership style is necessary in reaching the educational institutions goals and objectives. Motivating through leadership requires roles given the responsibility to impart knowledge and skills wherein professional development can be used to influence teachers for leadership promotions. Moreover, Jinan Preschool Education College needs professional development initiatives as regards to leadership promotional opportunities for future educational leaders to be motivated as they continue to perform to their best.

         Professional development initiatives or programs focusing on leadership styles, motivating reward system, organization climate, and structure of work created and maintained by the administrative management wherein the leader can make a difference when thought carefully and in detail particularly in designing a succession program. In influencing promotion opportunities requires structures and strategies wherein privileges in placed to improve middle administrators and teacher morale. Hence, middle administrators and teachers who experience high level of job satisfactions are likely to be committed to bring higher productivity (Monyamane, 2020). Moreover, to give job satisfactions factors to influence promotion opportunities will lead to better leaders in position to achieve the goals and objectives on the educational institution. Hence, middle administrators and teachers need to be motivated as they continue to grow with the school as educational leaders are needed as academic institutions respond to the needs of the growing demands of global education. Motivating employees is a crucial task for leaders since they would provide direction on the organizational operations of the school. It is also crucial on who will be their successors that will continue the motivational tasks that is why determining the promotional opportunities and leadership motivations of the middle administrators and teachers will definitely help in constructing basis for succession programs.

Background of the Study

This study aims to support middle administrators and teachers by designing succession programs and professional development initiatives. Understanding the dynamic relationship between motivation, job satisfaction, and professional development is crucial for creating a positive academic environment and improving educational leadership.

      The proposed study supports middle administrators and teachers’ motivation in designing succession programs including professional development initiatives that will motivate the middle administrators and teachers to become educational leaders as they pursue excellence in their work towards achieving the objectives of the school and be able to respond to the needs of the academic environment at their best. As mentioned by Gilbar (2019), understanding the dynamic relationship is the need for ongoing research and how it affects motivation that needs professional development initiatives that form part of the succession program available to middle administrators and teachers in effective educational leadership. Hence, school climate needs a positive academic environment where middle administrators and teachers are motivated to the leadership promotional opportunities available.

Educational leaders face the challenge of increasing school potential concerning middle administrators and teachers (Lourmpas & Dakopoulou, 2013) to include leadership promotional initiatives through professional development. The successful incorporation of innovative activities in education can lead to motivating middle administrators and teachers of leadership positions given the promotional opportunities in the school. Moreover, the need to provide professional development initiatives would identify and amplify the right motivations and maximize outcomes that would enhance quality education when right educational leaders are in place.

       In the academic environment, the researcher appreciates the reasons and motivation for this research to determine the level and effects of motivation of middle administrators and teachers in Jinan Pre-School Education College that will lead to professional development initiatives for leadership promotional opportunities. Also, the researcher is motivated to be able to provide recommendations for professional development initiatives to motivate middle administrators and teachers into the leadership promotional opportunities of the college. Furthermore, the results and findings of the study would be a valuable insight in crafting professional development initiatives that will influence middle administrators and teachers leading them to promotional opportunities as they become educational leaders of the college.

Middle Administrators and Teachers’ Motivation.

         According to Giblar (2019), the educational reform and accountability have effect on school culture and leadership style wherein driving forces for school improvement requires focusing on providing leadership promotional opportunities that would motivate teachers accept leadership positions as they respond to the needs of the academic environment. Hence, leadership positions have greater responsibilities requiring motivations be within the teachers’ grasp so that they would be able to see the true meaning of educational leadership through professional development initiatives.

      As Ileya and Ifeoma (2019) mentioned that “motivation is an internal process that makes a person move toward a goal” wherein it is important that traditional and new approaches for teachers’ motivation are present in the leadership promotional opportunities given by the College. Moreover, measures in shaping teachers’ motivation a vital factor when it comes to professional development initiatives focusing on this matter.

      Generally, motivation influences attitude and performance in the College. Hence, determining the involvement and non-involvement of in the activities of teachers will help shape the professional development initiaties that would encourage them to perform in all educational activities enhancing the best of their abilities particularly leadership skills and competencies. Paying attention to the factors that would motivate teachers to take leadership positions, the professional development programs that they would receive as well as prospect of promotion and career advancement.

Leadership Motivations.

      Middle Administrators and Teachers’ workload needs motivational supports (Iliya and Ifeoma, 2019) wherein leadership promotional opportunities would entail additional responsibilities which requires motivation supports for teachers to appreciate leadership positions. Hence, when there is available leadership promotional opportunities in the school professional development initiatives must as well be in place to compensate the much needed motivational support for the teachers taking into consideration their acceptance of leadership positions and the corresponding demands to respond to the growing needs of the educational environment.

      According to Onjoro, et. al. (2019), “motivational strategies guarantee quality assurance in the educational system” which leadership promotional opportunities plays a crucial factor. To influence teachers for leadership positions, motivation is one of the factors to strengthen which will provide better understanding to middle administrators and teachers about promotional opportunities available in the college.

Motivation can be within organizational culture where leadership best practices by being a role model to the academic community where relationships among stakeholders are fostered (Campion & Campion, 2019) eventually resolving negative influence and role ambiguity. Hence, promotional opportunities provide ways to create and sustain high performance guided by innovations in the preparations of educators’ professional development initiatives (Gordon, 2016). Hence, enabling innovative initiatives and investments through professional initiatives can cultivate better leaders wherein school management and leadership standards as to promotional opportunities should include the standards to be determined at international and national levels. In addition, as Yada (2020) also suggested that “prosociality and collective competence are related to certain aspects of organizational members wherein to influence teachers for leadership position values and identities must be evaluated to aligned with the desired educational leaders of the College.

Professional Development Program.

As Goker (2020) mentioned, teachers’ behavior plays a vital role in shaping organizational culture and rethinking innovative learning opportunities in educational organizations to motivate them in dealing with promotional opportunities as leaders of the institution will maximize their personal and career growth. According to Goker (2020), “the future education is to create intelligence information society with creative fusion talents” wherein professional development initiatives on influencing teachers for leadership promotional opportunities taking into considerations the following ways and reasons for leadership positions; “(1) Education to maximize student interest and aptitude. (2) Education for thinking, problem-solving, and creativity. (3) Customized education considering individual learning ability. (4) Education to raise key talents in intelligence information technology; and (5) Education to focus on people and contribute to social integration.”

As Elgart (2017) mentioned that the principles of continuous quality improvement will put pressure to the educators as professional development will help influence teachers on promotional opportunities. Moreover, the academic institutions support teaches as they build and sustain high performing teaching personnel by creating promotional opportunities like leadership positions and influencing them to take a look into leadership positions for their career advancement.

      The learning process and enhancing leadership competence (Alkrdem, 2020) is needed to maximize talents. In developing and supporting the professional learning initiatives for teachers, a well-developed professional development plan is important for leadership positions are at stake and be able them to portray their role with quality and shared educational leadership (O’Reilly, 2016).

Some of the suggestions from Burns, et. al. (2016) which could help in developing professional development initiatives are as follows; “(1) Focus on crisis-affected contexts as professionals, learners and individuals; (2) Develop, apply, measure and institutionalize standards for teacher professional development; (3) Create professional development opportunities that promote teacher collaboration with emphasis on leadership; (4) Provide teachers with ongoing support; (5) Invest in high-quality teacher educators; (6) Build instructional leadership at all levels of the educational system; and (7) Use Information and Communication technology (ICT) to provide access to content, professional development and professional learning communities”. Hence, these are some suggestions that could help influence teachers on promotional opportunities available in the College which are foundations for leadership positions.

As discussed by Wyman (2020), education leadership must respond from reactive to structured because of the new reality created and expected from different stakeholders whereas leadership positions must also evolve as education responds to the needs of the community. Hence, continuous evolution of educational innovations must be systematic and consistent to the growth of the teachers and the College as a whole.

Succession Program.

This requires process of identifying the critical positions of the organization in an holistic view for future goals. According to Buller (2016), there are several reasons why every academic leader should have a succession plan as follows; “(1) Death, incapacitated by an injury or illness; (2) limit on our own potential for promotion when we appear to be indispensable in our current positions (3) people turnover and (4) communicate the plan. Hence, it is necessary to understand succession programs with professional development initiatives emphasized which also reflects a good leadership succession that would consider how schools and universities perform and sustain towards achievement of objectives.

According to Papadimos (2019), “Succession planning for the replacement of vacant academic leadership positions is of paramount importance due to the following reasons (1) decreases costs of recruitments and orientations; (2) allows more order during leadership changes; (3) decreases time to fill openings.” Hence, the role of human resource department and executive or administrative office must be able to develop internal candidates that requires bench strength. Moreover, grooming a bench of teachers for educational leaders is very important. Identfying the promotional opportunities available for teachers will provide ample data in designing succession programs focusing on professional development initiatives in influencing teachers to become future educational leaders of the academic institution.

Theoretical Framework

This study is anchored on the components of relationship quality by Ting and Yeh (2013), which include loyalty, trust, satisfaction, and commitment. It also considers the four factors of motivation discussed by Tracy (2019): leadership style, reward system, organizational climate, and work structure.

Conceptual Framework

The conceptual framework of this study involves assessing the leadership motivation of middle administrators and teachers in terms of loyalty, commitment, trust, and satisfaction. It also examines the profile of respondents based on age, sex, length of service, and educational attainment.

Statement of the Problem

This research aims to identify the differences in leadership motivation between middle administrators and teachers at Jinan Preschool Education College and their relationships. Specifically, it addresses the following questions:

1. What is the profile of the teacher and middle administrator respondents in terms of sex, age, length of service, and academic qualifications?

2. What is the assessment of the respondents on their leadership motivation in terms of loyalty, commitment, trust, and satisfaction?

3. Is there a significant difference between the assessments of the two groups on their leadership motivation?

4. Is there a significant difference in the assessment of each group when profile variables are considered?

5. Is there a significant relationship between the leadership motivation of middle administrators and teachers?

6. What strategies for promotion opportunities can be proposed based on the study's results?

Hypotheses

• Ho1: No significant difference between the assessments of the two groups on their leadership motivation.

• Ho2: No significant difference in the assessment of each group when profile variables are considered.

• Ho3: No significant relationship between the leadership motivation of middle administrators and teachers.

Significance of the Study

The study's findings will benefit Jinan Preschool Education College by providing insights for enhancing promotional opportunities for teachers. It will also help teachers, higher educational institutions, students, the researcher, and future researchers by offering valuable information for personal and professional growth, school improvement, and further research.

Scope and Delimitations of the Study

The study focuses on the promotion opportunities and leadership motivation available at Jinan Preschool Education College. It considers the respondents' profiles, promotional opportunities, and the level of leadership motivation in terms of loyalty, commitment, trust, and satisfaction.

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DOI 10.5281/zenodo.12513562 

Introduction

The design curriculum in Chinese colleges and universities lacks innovation, often relying on teacher-centric, multimedia-assisted methods. This study explores reforming design curricula to improve students' practical abilities and professional foundations, aiming to cultivate application-oriented design talents.

As a professional basic course, layout design is in the process of transitioning from basic courses to professional courses, and at the same time, it is also a very integrated and cross -crossing independent course. Actively exploring the reform of the design curriculum in colleges and universities can quickly improve students' practical ability and professional design foundation; it can promote the reform of the teaching system; to better cultivate application -oriented design talents that adapt to society.

Analysis of the status quo of design curriculum in colleges and universities:   The lack of innovative design courses in colleges and universities. The traditional layout of design curriculum teaching methods are based on teachers, mainly based on teachers to teach the multimedia auxiliary teaching mode. Teachers just blindly taught the experience of the layout of design thinking methods they understand to the students. Become the main body of classroom teaching and lose the initiative and creativity of students. Therefore, in the teaching of colleges and universities, it does not reflect the students' subject status, and it is difficult to achieve a good teaching effect.

Disclosure of the practice and training form of college layout design curriculum. In the traditional design course teaching of colleges and universities, the training requirements are only designs for layout, but they ignore the propagation of actual market aesthetic needs and layout content, making the design of the layout just mechanical existence. In the process of completing the layout design operation, students do not consider the information and layouts that need to be conveyed, which is to fully reflect all kinds of mechanical layout design training forms in homework. Sometimes even the seriousness of homework completion is gradually decreasing. Students have become slaves of "formalism". They just apply formatting forms. The homework is only homework. Value is difficult to play.

The inconsistency of the curriculum system and the content design of the curriculum. Colleges and universities often reflect the regular design and education in the design of their curriculum content due to the lack of teachers and the restrictions of the class hours. Sometimes, the undertaking relationship between the curriculum and the curriculum is broken. Such a situation naturally exists in the teaching of college layout design courses, so it has largely hindered layout design education to a large extent.

Universities layout design curriculum one -sided and subjective teaching evaluation. The teaching evaluation mode of the school design curriculum practice link often pays attention to the students' last grades, but the practical accumulation and experience in the learning process can be ignored. The evaluation of the entire education of Zhang's transcript is too one -sided and subjective. This traditional layout of design courses is like walking the scene. The attitude and status of the students' attitudes and status focus on the design courses of the design of design are not important. The work display, I hope to get excellent grades in the final lessons. Although students may get better results in a short time, this is always not a long -term scheme or an inexhaustible motivation for continuous development. The unscrupulous frameworks established by the process and the study of college layout design courses in the process and attitude of the university will collapse sooner or later, which will affect the students' true learning effects, because they do not pay attention to the bad learning attitude in their learning.

In the teaching of layout design courses in universities, although theoretical teaching should be adhered to, it cannot be simply theoretical teaching. It should be combined with theoretical teaching and practical teaching. Through vivid teaching methods such as case project projects, college layout design majors are majors Student learning interest improves. Regarding the creative use of text and pictures in layout design courses, from the perspective of visual communication, pictures have higher advantages about easy understanding and intuitive. In addition, through various teaching methods, such as the inquiry method, the project -type teaching method of the project can improve the efficiency of teaching, express the previously large text expression through a picture or an example, save the teaching time, and serve students for students Provide more opportunities for practice. Teachers can also actively guide them, and improve students' learning skills in college design curriculum teaching. Regarding those excellent cases and layout of the formal reviews, the benign design impression is deeply formed deeply in the students 'minds, enhance the design literacy of the students, and eventually cultivate students' excellent typography habits and layout styles. Therefore, the combination of excellent case projects has a higher advantage compared to traditional teaching methods.

"Layout Design" is the core course of digital media art design and graphic art design majors. The characteristics of this course mainly reflect four aspects, namely, the training goal of applied art design talents oriented to art practice. "Design practice ability" is This comprehensive course; facing the current situation of weak student base, appropriately lowering the starting point of theory and emphasizing practical application; updating teaching content in a timely manner to reflect the application of new knowledge, new technology, new trend and new method; An advanced model of traditional advantaged institutions.

The typography design course is a professional basic course of visual communication art design. Since the establishment of art design courses in China, art design teachers have carried out research on related typography design courses. It is mainly reflected in the following aspects:

Application of case teaching method in layout design:

Case teaching in the modern sense first appeared in Harvard University in the United States. In 1870, Mr. Randall, the dean of Harvard Law School, introduced cases for the first time in legal education. It was not until the 1960s that the case teaching method was widely used in many educational fields. The application of the case teaching method is extremely wide, involving legal education, medical education, business management, teacher training, news, politics, architecture, art and other fields. Case teaching is a heuristic teaching method, which has changed the traditional classroom teacher's "cramming duck" teaching method, and advocates teaching people to "fish". Through the active guidance of teachers, combined with cases, students' subjective initiative can be brought into play, and students can be guided to think . In the process of analysis and discussion, students have realized the double harvest of knowledge mastering and ability training. The characteristics of the case teaching method: First, improve the quality of teaching. Emphasize the enthusiasm and initiative of students in learning, teachers carefully select and organize teaching cases, guide students to discuss cases, and pay attention to the main role of students, which undoubtedly improves the quality of teaching. The second is to improve students' ability. The case teaching method cultivates students' ability to discover and solve problems through the guidance of teachers and case analysis. Students can effectively solve problems that they do not understand deeply after thinking, and focus on cultivating students' ability to adapt by analogy. The third is to improve the teaching effect. The traditional indoctrination and cramming teaching methods often make students at a loss in the face of practical problems, and it is difficult to combine theory and practice. Through the in-depth discussion and research of case teaching, the case teaching method is conducive to developing students' intelligence and creativity, enhancing their learning ability, and significantly improving the teaching effect. Case teaching has played a positive role in promoting the transformation of teaching concepts, the transformation of students' learning methods, the development of students' potential, and the cultivation of students' innovative spirit. In addition, it also plays an irreplaceable role in cultivating students' practical ability.

The guiding ideology of modern university teaching reform is to carry out teaching with students as the center. The case teaching method has played a positive role in promoting students' thinking and stimulating students' interest in learning. According to the teaching characteristics of visual communication design, develop reasonable and practical design cases, and closely combine with social needs, in order to get out of the teaching characteristics of visual communication design. Design education is facing unprecedented opportunities and challenges. Only by exploring and improving design teaching methods and improving the quality of design education can we cultivate applied and compound design talents for the society. Continuous learning, in-depth research, and the combination of the actual situation of colleges and universities can lead to a road of professional characteristics that combines production, education and research that is suitable for its own development. (Contemporary Education Science. 2018)

Susan Langer's understanding of "the meaning of life" is that successful artworks are like a high-level living body, with life-specific emotions, emotions, feelings and consciousness, and the meaning of life is to use art to bring emotions to life. Objectified results. The folk graphic layout under creative thinking fully demonstrates its lasting artistic charm and cultural connotation in terms of visual expression, aesthetics and practicality. Therefore, in the teaching of graphic layout design, it is also the responsibility entrusted to us by the times to dig deep into the design concept of folk graphics and fully demonstrate its distinctive characteristics of the times. Through the teaching case analysis of the layout design course, it aims to excavate and make good use of folk graphics, inherit and develop folk graphics, and make folk graphics highlight cultural and innovative features on the basis of existing aesthetic connotations. (Art Wizard.2020)

Research on Experimental Method in Typographic Design Course:

The teaching objects of the layout design course are students majoring in visual communication design in universities. The layout design course is a professional basic course for art majors in colleges and universities. On the basis of cognition and research on the components and elements, conduct a comprehensive study and research on the combination rules of these elements, their performance possibilities and their relationship with the content of expression, and design courses for future majors, such as packaging design, catalog Design, corporate image design and other courses to lay the foundation. Students learn layout design well, can effectively master the method of composition, combination and arrangement of visual elements of the screen, handle the relationship between each other well, and improve the ability to analyze design problems and solve design problems ability, and can be directly used in various visual communication designs in the future.

Through the course study of "Layout Design", students can complete the layout independently, adopt research-based learning methods, and determine the topical topic design. "Homework and Model Diagram" is the teaching framework, integrating the layout design principles into the analysis of excellent design works, so that students can master the design skills presented from the layout case analysis, explore novel design methods and summarize the experimental results according to the experimental topics , while exploring and experimenting with these skills. (Zhengzhou Institute of Light Industry Easton Academy of Fine Arts 2019)

Research on the combined use of traditional fine arts (Chinese painting, printmaking) and layout design teaching:

Whether the composition of a painting is ideal is directly related to the success of the creation of the work. As an important basis in the process of artistic creation, like the development of other art forms, it is constantly extended to a broader space of expression by changes in new consciousness concepts. In modern layout design teaching, the importance of composition is also emphasized. Although the composition and layout design of traditional Chinese painting are called differently, the principles of the two are exactly the same, that is, to fully mobilize various components in the picture to construct the overall beauty of the picture. In order to highlight its own teaching characteristics, Chinese layout design teaching should combine the composition culture of traditional Chinese painting with layout design, absorb the nutrients of traditional culture, make appropriate adjustments to the teaching methods, and apply them to design practice. very meaningful thing. Next, we will talk about the enlightenment of Chinese painting composition to the layout design teaching from the three aspects of counting white as black, density treatment and primary and secondary relationship in Chinese painting composition. The layout design emphasizes the clear visual communication of the theme. We can learn from the primary and secondary relationship in the composition of Chinese paintings to determine the theme content expressed in the layout design, making the picture more layered and rhythmic, helping readers to pay attention to the layout and enhancing The inductive force of the layout can enhance readers' understanding of the content, apply the expression forms of blank space, density, and primary and secondary relations in the composition of Chinese paintings to the teaching of layout design, enhance the practical ability, and provide useful information for the nationalization and innovation of layout design. drawing and reference. (College of Fine Arts, Jishou University. 2023)

The practice and exploration of the teaching method reform of layout design in colleges and universities:

Aiming at the current situation of "Layout Design" course, combined with the guidance of Gestalt psychology theory, we believe that the reform of "Layout Design" teaching method should start from the training of visual thinking, creative thinking, and innovative practice ability, change the traditional teaching method, combine market demand, strengthen The goal of cultivating applied and innovative talents is to update the teaching methods of the "Layout Design" course in colleges and universities. According to the problems existing in the teaching of the "Layout Design" course, combined with the essence of Gestalt psychology theory, an effective teaching method reform plan is researched. Holism holds that the intuition of new things is carried out in the whole. The multi-guidance teaching method is to make reasonable planning between the whole and each link, cultivate the establishment of students' visual thinking, guide students to exert their initiative, perception and creativity, and finally achieve the learning goal of epiphany. Cognitive psychologist Kohler's "Gorilla Epiphany" experiment concluded that without any task guidance and corresponding situational drive, the gorilla cannot complete the epiphany process, nor can it achieve the ultimate goal. Therefore, in the teaching process of "format design", it is more important for teachers to guide the tasks by giving students the necessary scenarios and auxiliary means, build a diversified and open training scenario, and finally promote students' thinking and understanding. The innovation of knowledge, so as to achieve epiphany with one's own thinking.

Holism holds that the intuition of new things is carried out in the whole. The multi-guidance teaching method is to make reasonable planning between the whole and each link, cultivate the establishment of students' visual thinking, guide students to exert their initiative, perception and creativity, and finally achieve the learning goal of epiphany. Cognitive psychologist Kohler's "gorilla epiphany" experiment concluded that without any task guidance and corresponding situational drive, the gorilla cannot complete the epiphany process, nor can it achieve the ultimate goal. Therefore, in the teaching process of "format design", it is more important for teachers to guide the tasks by giving students the necessary scenarios and auxiliary means, build a diversified and open training scenario, and finally promote students' thinking and understanding. The innovation of knowledge, so as to achieve epiphany with one's own thinking. (Wang Ziwen, Guangzhou Huashang University, 2018)

Improvement of Teaching Evaluation System of Layout Design Course in Colleges and Universities.

Regarding the bad learning attitudes and ethos in the layout design courses of colleges and universities, as well as the neglect of the teaching process and the over-emphasis on the final grades, the correct teaching evaluation system should be perfected and the real-time evaluation system of the whole process should be realized. Therefore, when conducting teaching evaluation, students should be graded throughout the learning process, and graded through layout arrangement and layout design creativity. In daily teaching, students' positive performance in class and attendance rate are included in the final grade evaluation. For the distribution of score ratios, at the end of the course, the completion of the work accounts for 70%, and the usual enthusiasm and attendance rate account for 30%. This kind of layout design course teaching system is relatively fair and just, and the learning process and learning results of students attach great importance to it. The perfection of the teaching evaluation system can mobilize the enthusiasm of students throughout the learning process, and there will be no wrong psychological state of opportunistically obtaining high scores, which makes the learning of layout design courses have its value.

Integration of Teaching Contents of Layout Design Courses in Colleges and Universities. As a basic course of art design major, the layout design course in colleges and universities occupies an important position in the course system. Regarding the content of layout design teaching, from its traditional form, it is dominated by teachers, and it is mainly based on teacher lectures plus multimedia-assisted teaching mode. Teachers just blindly pass on the experience of layout design thinking methods they understand to others. student. There is no attention to the use of elements such as color, graphics and fonts. The needs of practical projects in real life are not paid attention to. Moreover, in the teaching of layout design courses in colleges and universities, the homework topics and teaching design are relatively rigid, ignoring the actual needs of customers, lack of pertinence in teaching, and seriously out of touch with reality. Therefore, adjusting the teaching content has become a problem. The necessary choice is closely connected with the reality, and the training of professional talents is  adapted to the needs of social talents.

Renewal of Teaching Means and Methods of Layout Design Course in Colleges and Universities. In the teaching of layout design courses in colleges and universities, although theoretical teaching should be adhered to, it should not be purely theoretical teaching. Theoretical teaching and practical teaching should be combined, and the teaching methods of layout design in colleges and universities should be integrated through vivid teaching methods such as case projects. Students' interest in learning is enhanced. Regarding the creative use of text and pictures in the layout design course, from the perspective of visual communication, pictures have higher advantages in terms of ease of understanding and intuition. In addition, through the project case-based teaching method, the teaching efficiency can be improved, and the previous large-scale text expression can be solved through a picture or an example, which saves teaching time and provides students with more practice opportunities. Teachers can also Active guidance in it can improve students' learning skills in the teaching of layout design courses in colleges and universities. Carry out mutual evaluation on those relatively excellent cases and layout forms, deeply form a benign layout design impression in students' minds, improve students' design literacy, and finally cultivate students' own excellent layout habits and layout styles. Therefore, the combination of excellent case projects has higher advantages than traditional teaching methods. (Shaanxi Institute of Garment Engineering 2022)

Background of the Study

At present, China is needing educators of the new era to reform and move forward for China's art education reform. With the reform of the new courses, the current artistic design classroom requirements for teaching models are getting higher and higher. It is also required that teachers should learn to create a good classroom atmosphere, and learn to comprehensively use teaching methods to improve classroom efficiency. Classrooms are not only the central links of teachers' teaching activities, but also the main ways to master knowledge and learning knowledge. How to optimize and combine teaching methods to improve the effect of classroom teaching is worth studying.

With the development of the times and the continuous deepening of curriculum reform, curriculum reform has gradually become a process of joint exploration of flexible and open teachers and students. Under the circumstances of many universities' artistic design and teaching systems, courses are generally divided into three major blocks, including basic courses, professional basic courses, and professional courses. As a professional basic course, the design is in the process of transition from the basic course of the subject to the professional course. Actively exploring the reform of the design curriculum in colleges and universities can quickly improve students' practical ability and professional design foundation; it can promote the reform of the teaching system; to better cultivate application -oriented design talents that adapt to society.

In addition to the progress of educational goals, professional settings, and curriculum structure during the Republic of China, it also benefited from the improvement of teaching methods. In the early years of the Republic of China, due to the starting stage of various art colleges, it was generally difficult to have backward teaching methods and poor teaching experience. Fortunately, around the "May 4th", all kinds of domestic educational trends were surging, and various educational theories and educational methods abroad came. In the early 1920s, with the extensive dissemination of practical education theory in China, the field of reform and testing new teaching methods in the field of education in primary and secondary schools. The more popular teaching methods include "design teaching methods" and "Dalton system system" and "Dalton system system "Testing method", etc. Among them, the social impact of the "design teaching method" is the most prominent. The focus of this method is "children's standard", which is centered on children's psychological needs. It advocates that under the guidance of teachers, children's own design activities plan and gain knowledge in the event. The procedures for design and teaching are divided into four steps: determining the purpose, formulating activity plans, completion of implementation, and inspection and evaluation. The teaching method was mainly popular in the field of education in primary and secondary schools. At that time, many primary and secondary schools in the country carried out the practice of design teaching methods in the teaching of handicraft classes. Since then, the teaching method has also affected higher education to a certain extent, and the pattern education of art colleges has also been affected by this method. This can be glimpsed from the teaching practice of Sichuan Provincial College College. In the education plan of the school, the teaching principles are clearly stipulated, and a total of five points are divided into five points:

1.           The teaching materials are suitable for the needs of the demand for the founding of the Anti -Japanese War, the school's environment and student abilities, and taking into account the development of nationality, and promoting the conditions of new lifestyle, practical economy, and solid beautification;

2.            Focus on basic exercises, with equal emphasis on technical and art, develop special talents who can directly participate in production and indirectly training artisans and junior technicians; for technical courses, six methods are also proposed:

3.           Imitation, with the demonstration of nature and faculty as the object, tells practices, allows students to analyze or simulate students, as basic exercises, pay attention to the precision and correct work, and should be inspired to prevent relying on the development of plagiarism habits; guidance; guidance; guidance; The scope of the work scope of the teacher or the selection of the students' design drawings, and the name of the famous finished product, so that students are produced or in accordance with the regulations, and they need to meet the person;

4.           Creation is freely proposed by the students to propose the homework plan. After the scriptures are reviewed in detail, they start work. In addition to the basic exercises, this method is used to develop their creativity. The situation is determined; exhibitions and competitions, various internship results will be held at any time, exhibitions, and competitions at any time.

5.           Cooperate with other agencies, and the internships of various subjects should cooperate with social education groups, industrial organs, and other subjects. The acquisition of the school's teaching results should be largely due to the use of scientific education methods to a large extent.

Because art design education is still in the initial stage of development in China, special research on art design education is quite weak. Regarding the nature, characteristics, and even names of art design disciplines, the academic community has not yet formed a unified understanding. There are many differences in the goals, nature, and categories of art design education. In this context, the development of art design and education development. Comprehensive, in -depth, in -depth,

There are quite a lot of difficulties in specific research. In the context of the rapid development of contemporary art design in China, the continuous development of the industrial industry and the rise of the economic rise, a large number of artistic design talents need to be cultivated. How to cultivate better industrial production and innovative talents, and continuously improving art design and teaching. As an important professional basic course in digital media art design directions, layout design should continue to absorb the experience of predecessors and reform of social needs in the reform of teaching methods and methods.

The main reasons for my research on this topic are as follows: 1. I am an art design teacher. I have taught layout design courses for more than 10 years. I have rich teaching experience. I also found that there are teaching problems in it. Weak design innovation ability and insufficient course connection relationship will eventually bring students weak layout design ability and cannot be well connected with other courses later. To improve this situation, we must explore better teaching methods so that students Improve design innovation and practical ability; 2. The current research results in the practice and exploration of the reform of layout design teaching methods in colleges and universities are not enough to adopt systematic and diverse teaching methods and systems in the layout design course according to students' innovative application ability. Failed to integrate well with layout design practice. As for the problems of "not enough details, insufficient innovation, and insufficient aesthetic accomplishment" in the layout design works of students in the teaching process, the disconnection between theory and practice of layout design courses, and weak application ability, the views are relatively scattered, and the research needs to be further studied. Complete.

  The "Layout Design" course is one of the important basic courses for graphic art design majors in colleges and universities. The traditional layout design course teaching is mainly the teacher's direct indoctrination teaching, which does not reflect the students' subjective status. This subject attempts to establish a linkage teaching mode of "inquiry method + case teaching method + project-driven method", breaking the original indoctrination teaching method of "emphasis on theory and less practice". The advantages of the three teaching methods are combined with the needs of the course for innovative use. The inquiry method improves the subject status of students' independent exploration, exerts students' subjective initiative, and improves their innovative ability and learning interest; the case method improves students' aesthetic experience and awareness through the analysis of cases by teachers and students, and improves their horizons; the project-driven method It is based on the previous two teaching methods to arrange actual project design tasks. Students discover and solve problems through projects, and at the same time improve their ability to solve problems independently, cooperate in combat, and innovate and apply through group cooperation. The "Three Methods" linkage teaching mode based on students' innovative application ability focuses on solving the problems existing in the layout design course, especially focusing on improving students' ability in innovative application, which has important practice for the teaching research of the "Layout Design" course in higher vocational colleges significance.

Status Quo of Design Curriculum

Traditional design courses focus on mechanical layout training, neglecting market aesthetics and practical content, leading to decreased student engagement and creativity. Curriculum inconsistencies and subjective evaluations further hinder effective design education.

Need for Reform

Reforming design curricula by integrating theoretical and practical teaching methods, such as case projects and visual communication, can enhance student interest and skills. Combining text and pictures, inquiry methods, and project-based learning can improve teaching efficiency and student participation.

Significance of Layout Design

Layout Design is crucial for digital media and graphic art design majors, emphasizing applied art practices, practical applications, and timely updates to reflect new knowledge and trends.

Case Teaching Method

Originating from Harvard University, case teaching is a heuristic method that emphasizes student engagement, problem-solving, and practical application. It improves teaching quality, student ability, and overall teaching effectiveness.

Theoretical Framework

According to the deficiencies in the layout design course, the research will integrate three teaching methods for joint teaching to improve the teaching quality of the students' layout design course and study the influence of the teaching method on the students' innovative design ability. These three teaching methods solve the existing disadvantages of the course by giving full play to their respective advantages ①Case teaching method: it is specifically manifested through "teachers guide students to appreciate works from a professional perspective", "students independently analyze and summarize the rules of the layout and do class work". The purpose is to improve students' aesthetic ability and awareness, to develop the habit of independent analysis of works, and to broaden students' horizons; ②Inquiry method: the specific performance is through layout sketch training (sketch specification, multi-page training), "layout cutting Experiments (common layout training, attempts to integrate formal elements such as manual texture forms)", the purpose is to improve students' innovation ability and learning interest due to the randomness of layout experiments; Project revision training, or self-made brand)", "campus layout task propositions (campus exhibitions, albums, etc. propositions)", "provincial competitions (such as Daguang Competition, Yide Cup, Academy Awards, Milan University Design Competition, etc.)" , the purpose of the project proposition is to improve students' ability of layout application practice. Through the division of labor and cooperation in the layout design of the three teaching methods, there is also a step-by-step linkage teaching, so that students can go from basic knowledge to practical exploration, and then to project practice. Goals of Applied Capabilities.

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DOI 10.5281/zenodo.12513821

INTRODUCTION

How can a teacher create a functional learning environment? How can a teacher convert the traditional classroom into a more lively and highly conducive learning environment? These questions poses a challenge to all educators. Though a lot of modalities have been tried and tested by educators, most of them still turn out to be failure. One could design a more appropriate learning environment that will capture the interest of the learners so as to maximize their learning.

 Creating a functional educational environment involves more than just teaching to the standards. Although standards are important, Todd Goodson (2020), a professor at Kansas State University, reminds teachers in his account of ‘Teaching in the Time of Dogs’ that it is the time teachers spend responding to the students’ concerns that must be their starting point. For ‘in the classroom there’s one thing they can be sure of,’ ‘and that’s that anything can happen.’

Nowadays particularly in this technology-age of educational, more and more students are geared towards a fast-paced educational process that is why teaching process requires a great deal of adjustment and updating to adapt to the times thereby answering the needs of the students. Educational environment for one should be prepared to meet these requirements. How are the educational environment prepared to provide the students the opportunity to be at their best particularly in the higher level of education to prepare them for the world of work.

Functional educational environment might be viewed by many as something arbitrary due to the needs of the students these days. This might mean something that would make them eager to study harder and would motivate them further to study and yield a functional involvement in all his/her classes.

A functional educational environment support student as they grapple with issues of affect that influence how they feel about school and their willingness to engage in academic activities. Affective characteristics of instruction that concern teachers in this kind of environment include those of linking content literacy with students’ lives and providing students with choices. In advocating that classroom become places in which the integration of heart, head, voice and hand is the norm rather than the exception, Shelby Wolf and colleagues (Wolf, Edmiston & Enciso, 2017) remind teachers of the need to teach in a manner that joins the cognitive and affective domains of knowing. As Vygotsky (1986) has written:

         Thought is not begotten by thought; it is engendered

by motivation, i.e., by the desires and needs,

interests and emotions. Behind every thought there

is an affective – volitional tendency, which holds the

answer to the last ‘why’ in the analysis of thinking.

A true and full understanding of another’s thought

is possible only when they understand its affective

volitional basis .

Teachers from their own experiences as educators experienced the validity of Vygotsky’s thinking. Time and time again, they have learned to rely on the affective currents in their classrooms as guideposts to what is possible in the cognitive domain. Working hard not to separate the cognitive from the affective is a way of life. It is an approach to teaching that they find both challenging and rewarding.

Over the past two decades, teachers realized the power of using varied educational environments to meet the needs of diverse learners. In China, teachers use language-rich environments to stimulate educational for developmentally delayed students, culturally sensitive environments to assist second-language learners in developing English as the primary academic language, and structured and focused environments to scaffold the educational process for students with disabilities. Teachers construct and use authentic educational environments to prepare students for transition to the workplace and to increase educational retention for nontraditional students. Teachers use technology-based educational environments to deliver personalized educational, to offer advanced courses to students in sparsely populated areas, and to determine the progress of all students in mastering curriculum standards.

Although varied educational environments are frequently used to meet student needs, sophisticated environment modifications can be used to deliver customized instruction, support pedagogical preferences, or teach complex subject matter content (de PutterSmits, Taconis, & Jochems, 2018). Environment variations can be designed to enhance depth of content, augment instructional processes, or expand the range of student educational outputs.

Background of the Study

         Teachers at the School of Marxism of Jinan Preschool Education College are expected to pioneer on the most sophisticated and appropriate learning environment since the school is know for preparing individuals for preschool education. Youngsters nowadays have their own learning style which most of the time is often misunderstood. Even if the school specializes the training for knowledge, skills and attitudes of future teachers in the preschool, there is still a lot to remember considering the types and breed of learners today. Teachers are expected to act promptly and quickly so that different groups of learners may be attended to properly to meet their expectations in learning.

         Student’s motivation is not to be overlooked by any educator so as to prevent possible loss of interest by the learners. This is the reason why the researcher being one of the teachers of School of Marxism of Jinan Preschool Education College in China is interested with the study. Several theories, concepts and pedagogies surround such a perspective.

Essential subject matter concepts. Teachers who wish to design and implement educational environment variations to enhance depth of content or improve student educational should examine the extent to which the selected curriculum content contains essential concepts and skills. Evidence from school practice indicates that selection of content that contains a large number of critical or hard-to-master concepts results in a parallel increase in the impact of the well-designed varied educational environment on student mastery of the content. Designing a varied educational environment for nonessential course content has limited impact on student involvement.

Highly effective educational environments. Similarly designing varied educational environments around characteristics found in highly effective educational environments results in a parallel increase in the potential impact on student involvement. In a highly effective educational environment, teachers encourage inquiry and students use guiding and probing questions to uncover additional knowledge regarding the concept being discussed (Hurtado and Guillermo-Wann, 2018). Ultimately, through inquiry, questioning, and discussion, students thoroughly examine, connect, transfer, and apply concepts in meaningful ways.

When course content contains essential concepts and the characteristics of highly effective educational environments are addressed, teachers are well-positioned to design a educational environment to enhance the delivery and mastery of expanded or complex course content. One promising approach to content and curriculum enhancement that incorporates these two critical factors is a process called deeper educational.

Previous studies of the variability in students approaches to educational have presented contradictory results: while some have shown that approaches to educational are dynamic and can change over time or vary from one educational environment to another (Lindblom-Ylanne et al. 2018), others have suggested that the approaches are more stable and unlikely to vary from one context to another (Lietz and Matthews 2016). From a more individual perspective, Nijhuis et al. (2018) emphasized that some students show greater variability in educational strategies across different courses while others show less.

There exists a long tradition of quantitative research examining changes in a deep approach to educational (Zeegers 2017)), as well as the factors relating to a deep approach (Kyndt et al. 2016). However, since the early qualitative studies on approaches to educational, research applying qualitative or mixed-method approaches has been missing, although this type of research would make it possible to broadly identify which factors students themselves regard as important in their educational.

Furthermore, Trigwell et al. (2017) showed that student-focused teaching (i.e. teaching for which the focus is on the intellectual development of students and in promotion of students own active knowledge construction) is related to the adoption of the deep approach to educational.

In addition, if students perceive that teaching is constructively aligned, staff are enthusiastic and supportive, courses are interesting and relevant, the student is provided with constructive feedback and the student gets support from other students, they are more likely to show a higher level of deep approach than their peers whose perceptions are more negative (Parpala et al. 2017).

Finally, there is evidence that the deep approach is related to perceived workload, task complexity, motivation (Kyndt et al. 2016), self-condensed and self-efficacy beliefs (Baeten et al. 2017), positive emotions (Trigwell et al. 2017) and cognitive skills such as self-regulation (Heikkila et al. 2016). However, some students seem to be immune to the effects of the teaching educational environment in that they aim at deep understanding even though the environment would not be that supportive (Lindblom-Ylanne and Lonka 2018). Thus, as Entwistle (2016) and Parpala et al. (2017) emphasize, students perceptions of the teaching educational environment are related to their approaches to educational, but not necessarily the environment as such.

Inducing a deep approach to educational is a pivotal element of quality educational (Biggs and Tang 2015) and is related to high-quality educational outcomes and study success (Watters and Watters 2017). The deep approach consists of intention and strategy components. Student who apply the deep approach intend to understand and construct meaning from study material or content through adopting educational strategies (e.g. relating ideas, using evidence) which help them to achieve these intentions (Entwistle 2016).

The deep approach includes elements that enhance deep-level understanding and is related to high-quality educational outcomes. An opposite to the deep approach is the surface approach to educational, which is related to memorizing without understanding and possessing fragmented knowledge structures (Entwistle and McCune 2016).

The deep approach to educational was identified already in the 1970s when researchers became interested in how students read an academic text (Marton and Salj 2016). The students were asked to read an article and then describe what the authors main message was and how they had tackled the task. Based on their responses, the surface and deep processes of educational were identified (Marton and Salj 2016).

 A student applying deep-level processing did not concentrate on the text itself, but instead aimed at interpreting the meaning of the text. Later Entwistle and Ramsden (2016) suggested that the term processing was too narrow because it did not include the intentional component of educational. Therefore, they preferred the use of the term approach which already had been introduced by Svensson (2015).

The identification of approaches to educational was thus based on qualitative exploration, which served researchers to create inventories measuring approaches to educational, such as the Approaches to Studying Inventory (ASI; Entwistle and Ramsden 2016) and its modified version Approaches to Studying and Educational Inventory (ALSI; Entwistle and McCune 2016). Since the creation of the inventories, the research on approaches has focused on quantitative explorations.

Related Studies

Elias (2013) rightfully claims that simulations can only be praised as educational tools for active educational if they are very carefully designed. Adequate design is all the more necessary as simulations also have to address inherent limitations such as time constraints and simplification (Guasti et al , 2015) Based on the literature, Elias lists a series of conditions that simulations should live up to in order to be effective educational tools. A first crucial precondition for success is the meticulous definition of educational outcomes. Lecturers need to ask themselves what they want the students to learn in terms of knowledge and skills. Next, appropriate tools to assess the students need to be constructed.

Also, Raymond and Usherwood (2015) stress adequate assessment as a crucial pre-condition to achieving educational outcomes. In line with the educational paradigm suggestion to enhance student engagement, evaluation comes down to introducing several assignments during the course. Students can be assessed by judging their data collection or reflection on their own involvement.

 Elias, furthermore, argues that lecturers need to facilitate the educational of students by providing them with basic information on theory and empirics, educational outcomes and assessment criteria, continuous (formative) feedback during the simulation and (summative) feedback on their overall involvement. Chin et al (2019) add one final element: simulations need to have verisimilitude, which means that the model needs to reflect the real world.

Researchers have identified disciplinary differences in students perceptions of the teaching educational environment (Haarala-Muhonen et al. 2017). Students studying veterinary medicine at the University of Helsinki perceived their teaching educational environment more positively than students representing other elds. In veterinary medicine, the lectures are accompanied by practical exercises, the curriculum is school-like and students follow a pre-set schedule, and the class sizes are not as big as in many other faculties. Such characteristics of the educational environment are thus likely to enhance the adoption of the deep approach to educational (Haarala-Muhonen et al. 2017).

Students perceptions of the teaching educational environment have been shown to influence their approaches to educational to a great extent (Parpala et al. 2017). Several studies in the field of higher education have confirmed the relationship between students’ positive perceptions of the educational environment and their intention to deeply understand the content to be learned through active knowledge constructions (i.e. the deep approach to educational) (Kreber 2015). For example, perceptions of good teaching have been shown to be related to the adoption of the deep approach (Lizzio et al. 2015).

Quantitative studies concerning changes in students’ deep approach to educational (Lindblom-Ylanne et al., 2018) have raised issues which need to be explored in more detail using qualitative methods. The results of the quantitative studies showed large individual variation in terms of the amount and direction of change in students’ deep approach in four courses representing different disciplines.

While the theoretical arguments may seem quite straightforward, there remains a lot of work to do with respect to the empirical validation of these claims. Chin et al (2019) correctly observe that articles covering descriptions of simulations only rarely contain evidence of the educational effects. One can think of several ways to assess the effectiveness of simulations. Most commonly, assessment takes place through student evaluations of teaching.

 The argument is that students who are satisfied with a course that contained a simulation, indicate that they have learned from the course. It seems a long shot from satisfaction to educational outcomes, though. Effects of simulations are also measured by correlating the participation in courses that contained a simulation with overall exam scores (Raymond, 2015). One can correctly criticise, however, that exam scores are only measuring part of the educational effects. A more obvious way to evaluate simulations, is to ask students directly whether they have benefited from participating in a simulation.

In an assessment based on the perception of students, Galatas (2016) concluded that contacts among students increased and that students themselves report that they have indeed learned from the simulation. Likewise Shellman and Kürsad (2016) find that students feel they have become more interested in political science. However, the most optimal way to assess the educational outcomes is through pre- and post-simulation surveys (Chin et al , 2019; Gosen and Washbush, 2020). Using this method Giovanello et al (2013) report that students become more enthusiastic about the format of simulations after having participated and - most importantly - that 90 per cent perceive the educational value of simulations as very high.

Regarding cognitive educational, Muno et al (2017) find that students evaluate participation in simulations as improving their knowledge and skills. Also using pre- and post-simulation surveys, Elias (2016) concludes that students perceive that simulations improve skills such as working in groups and speaking in public.

Similarly, in other previous study (Lindblom-Ylanne et al. 2018), most of the participants showed either an increase or decrease in their deep approach to educational during a lecture course, but some showed no change. However, when analyzing the change at the group-level, the results showed no or only minor changes, because the changes in approaches occurred in both directions (increase and decrease) and therefore cancelled each other out in the group-level analyses.

Thus, the different research results might be attributable to the differences in the research settings (individual-level analyses vs. group-level analyses). While research has shown that one’s deep approach to educational can vary from one educational environment to another, inducing a deep approach is still challenging (Baeten et al. 2017). Previous research has interestingly shown that student-centered educational environments do not necessarily support the adoption of a deep approach but, instead, can even increase the use of more surface approaches (Gijbels et al. 2016).

Conceptual Framework

This study utilizes Moos’ (1979) educational environment framework. Classroom climate can affect the students’ educational comfort. According to Moos (1979), there were four factors that can contribute to a classroom climate. These factors were the characteristics of teachers, physical characteristics and architecture, the student aggregate and organizational factors. All of these four factors were related to each other in forming classroom climate.

 Based on the Moos model (1979), a conceptual framework was constructed. Within this conceptual framework, the inclusion of teacher-student interaction represents the teacher’s characteristics, the educational environment represents physical features and architecture and student commitment represents the educational aggregate. Components of organizational factors are removed from the conceptual framework with regard that this study does not involve changes to the existing educational environment. The comfort level of educational is included as outcomes in describing the educational atmosphere that occurs in the classroom climate.

Therefore, the researcher would like to find out the profile of the student respondents in terms of age and sex, grade level and course / program; assessment of the student respondents with regards to functional educational environment; differences in their assessment; and creating a functional educational environment to tertiary students.

The interplay between and among these variables is seen in the paradigm.

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DOI 10.5281/zenodo.12514111 

Introduction

An administrator in an educational institution is expected to possess the leadership attributes that would be beneficial to all the members of the organization particularly to the students as the main clients and to the teachers who are their extensions in implementing the program designed by any educational leaders. Their leadership attributes should be something that would benefit every member of the organization and would ultimately lead to their satisfaction.

         A leader is best when people barely know he exists, when his work is done, and his aim is fulfilled. This quote from a great Chinese philosopher, Lao Tzu best define what an effective leader is. Effective leaders inspire and prepare people to take on leadership roles. Despite the school leader's preferred leadership approach, helping instructors and students perform and achieve to their full potential is always the end objective. There are definitely many various ways to accomplish that aim, but everyone in a leadership position in the field of education wants to get there. Because the leadership attribute establishes the tone for the entire organization, the researcher believed that leadership had a big impact on the school. An effective educational leader selflessly invests their time and resources to act in the students' and instructors' best interests. If done well, it is a profession that asks a lot of the individual who is given the opportunity to lead. School leadership most likely indicates differences as a function when cultural and other contextual dimensions are considered. Moreover, leadership practices are embedded in culture values (Veletic and Olsen, 2021) which China supports and school leadership on the other hand is associated with various characteristics of its stakeholders particularly instructors and their job satisfaction. It is interesting that school leadership among selected universities for this present study can present uniqueness and solutions to instructors’ job satisfaction.

Chinese school leaders display distinctive ways in handling complex environment. The Chinese government issued reforms (Zhu and Caliskan, 2021) to improve higher education as an international player (Liu, et., al, 2019) linked to employing educational leadership. Hence, when school leaders argued that instructors who work together affect policies and practices in several manner (Harris and Jones, 2019). The present study aims to provide insights on the leadership attributes of school leaders that enhances the job satisfaction among instructors making the educational complex environment a collaborative one.

Commonly, understanding leadership from the perspective of followers, in this present study the instructors is to understand their leadership preferences. Educational and leadership practices are powerful influences that could build and sustain high performance as well as job satisfaction among instructors. College leadership is similar to educational leadership wherein an influence and function exhibiting that the understanding behavior (Gurr, 2019) with empowerment is one of the abilities to see that the team as a people (Berg and Walker, 2021) are equip with the right elements leading to job satisfaction. Leaders are lifelong learners and maximizing their leadership talents includes awareness of the attributes they portray that enhances job satisfaction of instructors expressed in their teaching-learning processes.

Job satisfaction plays an essential role in the overall commitment and productivity of the school organization. The instructors' job satisfaction and devotion to the organization was greatly influenced by how much they enjoyed their jobs. Instructors that are happy with their jobs are committed to staying with the company. The more engaged and committed the employers are to the organization, the more delighted they are with their work. The success of the school as a whole is indeed influenced by how the instructors feel about the organization and how they feel about the whole process of doing their jobs. It is evident that job satisfaction is associated with how school leaders act in accordance the perspectives the educational institution. When school leaders are able to maximize the instructors’ talents through having job satisfaction it means that they are able to bring out the best in them particularly in the perspective of teaching expertise.

The knowledge-doing gap (Lewis and Goodwin, 2021) can be bridged by the presence of school leadership. However, it could be affected by the leadership attributes whichever is used or combined in delivering the functions needed to by school leaders. This type of leadership would lead to job satisfaction among instructors expressed in different indicators based on their teaching expertise.

The key leadership moves includes spheres of influence that would secure collective and collaboration action between school leaders and instructors that would definitely provide job satisfaction for both. Generally, the challenge is how can school leaders be empowered so that they can tap the instructors to perform in the highest standards but adheres to the job satisfaction criteria. Moreover, it is necessary that resources are available to achieved shared goals aside from the leadership qualities (Alkrdem, 2020) that would unleash the competitive edge of instructors while being satisfied with their jobs.

School leaders must give and invest on the individual instructors’ values which is strategically necessary if they want them to stay in their educational institution. Hence, the researcher believes that school leadership when integrated in the role of every leader requires upskilling to cope up with the demands in the academe particularly the needs of their instructors making the present study relevant and timely because of its main objectives in determining leadership attributes and its impact on job satisfaction.      

Generally, the study will focus on identifying the leadership attributes exhibited by the school leaders and its impact on instructors’ job satisfaction. Moreover, the study will dwell on measuring the level of job satisfaction among instructors in terms of selected factors such as Instructor Placement, college Leadership, School and Environment, and Salary and Benefits. The study also includes identifying on how these leadership attributes impact the instructors’ job satisfaction expressed on the interwoven and non-hierarchical facets of teaching expertise that includes Teaching and Supporting Learning, Professional Learning and Development, Mentorship, Research, Scholarship and Inquiry and Educational Leadership.

On the other hand, the current study will also cover on what leadership attributes do the college leaders possess that enable them to effectively promote high job satisfaction among instructors with regards to Leading Organization, Leading Academicians, Expert Instructor and, Leadership of Curriculum or Initiative. The research is also intended to test if there is significant relationship on the assessment of the respondents on the leadership attributes exhibited by the school leaders and their level of job satisfaction. Furthermore, the results and findings of the study shall be used as valuable insight in designing an Educational Leadership Program towards higher instructor’s satisfaction and to enhance leadership attributes among educational leaders.

Background of the Study

Studies on the impact of educational leadership on various organizational outputs are becoming more prevalent. The most frequently discussed subject in the context of leadership is job satisfaction. Leadership and job satisfaction were found to be positively correlated in various research. Assessing the leadership attributes would lead to identifying the necessary professional learning (Reeve, 2021) with the desire to improve for the better. Leaders in education need professional development (Tran, et. al, 2020) like Chinese leaders they can be guided by the use of educational leadership program and other strategic reforms as they perform their functions to provide as well as strengthen the job satisfaction of their instructors. A positive school climate includes promotion of professional development through different programs specific to the needs of the school, if the enhancement would be on school leaders one of the most effective ways is the managers leadership program.

The present study would use the leadership attributes. In the same manner, measuring the level of instructors’ satisfaction is also included in the study. In addition, the researcher believes that there is also a need to assess the leadership attributes do these college leaders possess that enable them to effectively promote high job satisfaction among instructors established on the different spheres of influence leading designing leadership program and appropriate strategic reforms.

1.Overview of Educational Leadership

Educational leadership involves constructing and applying knowledge to make a positive difference. Leaders in education influence everything from curricular decisions to public perception. Effective educational leaders can transform communities by setting and meeting transformative goals through collaboration and communication.

2.Instructor Placement

Job satisfaction is influenced by various factors, including the working environment and professional development opportunities. Instructors' positive experiences and ongoing professional development are strongly correlated with mentorship and collaborative relationships.

3.College Leadership

College leadership involves separating long-term objectives from short-term goals, developing strategic measures of success, and fostering cohesive diversity. Effective principals require skills such as strategic thinking, communication abilities, and the capacity to manage complex change processes.

4.School Environment

A positive school environment, where professors and students are the most significant components, greatly influences job satisfaction. Creative teaching and a supportive school climate are essential for enhancing student creativity and instructors' job satisfaction.

5.Salary and Benefits

Instructors' concerns extend beyond salary to job demands, opportunities for participation in policy-making, and public respect. Competitive salaries and benefits are crucial for attracting and retaining qualified instructors.

6.Teaching and Supporting Learning

Professional learning and development play a crucial role in education reform by enabling instructors to hone their skills and keep up with evolving content knowledge and pedagogy. Effective school organizational conditions support instructor learning and professional development.

7.Professional Learning Development

Professional learning communities (PLCs) promote good instructor professional development and encourage improvements in instructional strategies. PLCs enable instructors to engage in professional discussions, enhancing their pedagogical abilities and adapting varied teaching methods.

8.Mentorship

Mentorship is crucial for instructors' professional development. Effective mentorship involves providing constructive feedback, formative evaluation, modeling effective teaching strategies, and creating a conducive learning environment.

9.Research Scholarship and Inquiry

Educational research informs practice by encouraging reflective inquiry and improving teaching methods. International cooperation and the exchange of knowledge enhance the development of high-level professionals with a global perspective.

10.Educational Leadership

Educational leadership involves creating a cooperative environment where instructors can solve problems collaboratively. Effective leaders inspire excellence inside and outside the classroom, influencing other people's practices and fostering positive relationships.

11.Leading Organization

Chinese educational leadership and administration are guided by principles of multiple-level administration and division of responsibilities. Instructor leadership is supported and encouraged, though more research is needed to understand its characteristics and growth.

12.Leading Academicians

Academicians play a crucial role in promoting technological innovation and economic growth. China's initiatives to attract top talent from abroad enhance knowledge sharing and innovation.

13.Expert Instructor Leadership of Curriculum or Initiative

Curriculum leadership focuses on teaching and learning, reflecting on practice issues, and inspiring classroom inquiry. Partnerships between schools and universities offer valuable educational opportunities and leadership responsibilities for instructors.

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DOI 10.5281/zenodo.12514245 

Introduction

Mentors and mentees are meant to complement each other in the school’s teaching and learning process. These two stakeholders of any educational institutions play a significant and vital role in the life of the educational system. The lifeblood of the educational process greatly depends on the mentors and mentees. Therefore, it is expected that the mentors are supposed to be at their best in all aspects so that the mentees are motivated in their role as learners in the process.  

Self-efficacy is all about your belief in your own abilities as it pertains to dealing with various situations. Self-efficacy can play a big role in your life, impacting not only how you feel about yourself but also how successful you might be.

According to Albert Bandura, an influential social cognitive psychologist, self-efficacy is defined as the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations. (Leslie Riopel, 2020).

Self-efficacy is a hot topic among psychologists and educators, and it can have a huge impact on just about everything from psychological states to motivation to behavior.

When it comes right down to it, our belief in our own ability to succeed plays a key role in how we think and how we feel. It also helps us establish our place in the world and can even determine what kind of goals we set and how we go about accomplishing these goals.

In this study, the researcher is interested to measure the mentor self-efficacy as well as how this results on mentee motivation.

Supporting mentees to learn is the superior aim of education. Apart from individual factors like mentees’ cognitive abilities, the mentor is one of the most important determinants of mentees’ motivation to perform better. In fact, mentors have more impact than fiercely politically debated issues such as school budgets and class sizes. This raises questions regarding the characteristics of an effective mentor. The study at hand, focuses on mentors’ efficacy and their relation to mentees’ motivation.

For many decades, mentor self - efficacy has been defined as the extent to which a mentor believes he can influence mentees’ behavior and their academic achievement, especially of mentees with difficulties or those with particularly low learning motivation (Ashton & Webb, 1986; Guskey & Passaro, 1994). The conceptualization of mentor efficacy is based on the breadth of the mentor’s role.

According to Bandura in the framework of social cognitive theory, self-efficacy is an individual’s belief that he or she is capable of performing the behaviors required to produce a desired outcome. Compared to more general constructs like self-esteem, self-efficacy is related to a certain context. (Moulding, Stewart, Dunmeyer, 2019). Therefore, we consider mentor self-efficacy as a mentor’s belief in his or her ability to succeed in a teaching-related context by performing specific behaviors.

One of the most difficult aspects of becoming a mentor is learning how to motivate your mentees. In fact, it is also one of the most important. Mentees who are not motivated will not learn effectively. They will not retain information, they will not participate and some of them may even become disruptive. A mentee may be unmotivated for a variety of reasons: they may feel that they have no interest in the subject, find the mentor’s methods un-engaging or be distracted by external forces. It may even come to light that a mentee who appeared unmotivated actually has difficulty learning and is needing of special attention.

Mentors play a significant role in the way mentees perceive and motivate themselves because they are the models in which mentees observe when attaining knowledge. For example, if a math mentor does not exhibit confidence in his or her ability to teach the subject of math because of low self-efficacy and lack of motivation to teach the subject, the actions of mentors with low efficacy will be modeled, observed and reflected to the mentees who are being taught.

Moreover, when mentors have experienced minimal successes in a given subject, their efficacy level will show in their actions and verbal responses when their mentees ask for help. This can have a negative impact on the way the mentee perceives his or her abilities to perform when the mentor has low self - efficacy. This will lead the mentee to believe that perhaps math is not a personal strength; thus decreasing his possibilities of performing well if not capable of doing such a task.

Having presented the various postulations on mentor self - efficacy and mentee motivation, the researcher wishes to further the inquiry on the relationship of these two variables in Jinan Preschool Education College. Thus, the conceptualization in the literature provided in this study will be focused on the mentor’s perception of his own competence and on the ability of teaching as a professional discipline to motivate mentees’ academic experiences.

Background of the Study

The role of self-efficacy in teaching and learning continues to intrigue practitioners and researchers.  Previous researches have provided empirical evidences in supporting the effectiveness of mentor self-efficacy, or the extent to which a mentor believes that he or she can influence the mentees’ motivation in education.

Many studies have indicated that mentor self-efficacy has been associated with mentor effort and persistence in encountering difficulties, professional commitment, openness to new methods in teaching, positive mentor behavior and using more humanistic, positive, or mentor-based strategies to deal with mentee problems.

While a number of researches may have revealed that mentor self-efficacy has influence on mentors and mentees, unfortunately, some of these studies have failed to investigate more explicitly the link between mentor self-efficacy and mentee academic motivation.

For instance, in China, historical precedents show that relationships between mentors and mentees are never purely academic. Actually, they more closely resemble those between young people and older family members. These social cues do not fit easily into Western-style college structures designed to privilege intellectual relationships over social ones, and so both mentees and mentors struggle to establish appropriate boundaries for their personal relationships. (Yang Chunmei, 2018).

The Chinese academic system must do more to clarify whether mentors’ self - efficacy impacts positively on mentee academic motivation, and not only because of the traditional Chinese mentee-mentor relationships, a phenomenon that leads to a lack of clarity in mentors’ powers and responsibilities.

Therefore, the purpose of this study is to examine whether there is any significant relationship between mentor self-efficacy and mentees’ academic motivation.

The topic of efficacy and mentee motivation is one that is discussed greatly in research because there is an educational push to determine the major factors that impact a mentee’s desire to learn in the classroom. Mentees spend a significant amount of their waking hours with their mentor throughout the week, hence efficacy would definitely be a factor that can impact a mentee’s motivation to succeed. Self-efficacy, which has been described as an important construct has a great impact on mentors’ motivation and personal accomplishments (Gorozidis & Papaioannou as cited in Tweed, 2020).

Research indicates that mentees learn more from mentors with high self-efficacy than mentees learn from mentors who possess low mentor self-efficacy (Cakiroglu, Cakiroglu, & Boone, 2020). In addition, mentors with higher levels of self-efficacy are more open to new ideas and are more willing to experiment and adopt teaching innovations introduced through school reforms (Shaukat & Iqbal, 2020).

According to Tweed (2020), mentors with low self-efficacy appear to have low self-esteem and harbor pessimistic thoughts concerning their ability to accomplish tasks. Thus, self-efficacy levels of mentors can affect motivation.

Conceptual Framework

Three moderately correlated factors have been consistently found in the Mentors’ Sense of Efficacy Scale (TSES). This study will examine the factor structure of the TSES of Tschannen-Moran and Woolfolk Hoy, 2001. These are mentors’ efficacy in: Mentee Engagement, Instructional Practices, and Classroom Management.

In education, mentee engagement refers to the degree of attention, curiosity, interest, optimism, and passion that mentees show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education. Generally speaking, the concept of “mentee engagement” is predicated on the belief that learning improves when mentees are inquisitive, interested, or inspired, and that learning tends to suffer when mentees are bored, dispassionate, disaffected, or otherwise “disengaged.” Stronger mentee engagement or improved mentee engagement are common instructional objectives expressed by educators. (Education Reform, 2016).

Instructional Practices are specific teaching methods that guide interaction in the classroom. These effective practices have been identified through research on mentee learning. Best Instructional Practices are like vehicles used by mentors to efficiently move mentees forward in their learning.

Classroom management refers to the wide variety of skills and techniques that mentors use to keep mentees organized, orderly, focused, attentive, on task, and academically productive during a class. When classroom-management strategies are executed effectively, mentors minimize the behaviors that impede learning for both individual mentees and groups of mentees, while maximizing the behaviors that facilitate or enhance learning. Generally speaking, effective mentors tend to display strong classroom-management skills, while the hallmark of the inexperienced or less effective mentor is a disorderly classroom filled with mentees who are not working or paying attention. (Education Reform, 2019).

Using these concepts, the researcher will be guided to analyze mentor self - efficacy to make a difference in mentee learning, to be able to get through even to mentees who are difficult or unmotivated. She will be guided by the TSES, by asking mentors to assess their capability concerning instructional strategies, mentee engagement, and classroom management.

On the other hand, the mentee academic motivation will be based on the concepts of intrinsic and extrinsic motivation as assessed by the mentor respondents too. Intrinsic motivation involves doing something because it is personally rewarding to the person. Extrinsic motivation involves doing something because the person wants to earn a reward or avoid punishment (Deci and Ryan, 1985).

The analysis of the relationship between mentor self- efficacy and mentee academic motivation will help institute a mentor professional development program for Jinan Preschool Education College.

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DOI 10.5281/zenodo.12514391 

Introduction

The effect of the recent COVID-19 pandemic that hit the entire world is indeed immesurable. This has been observed particularly those in the educational setting- the students. Mental health problems are acknowledged to pose barriers to learning (Adelman & Taylor, 2020) in part because diminished mental health limits a person’s ability to engage at school. In this paper, we offer a contemporary definition of youth mental health, as operationalized through a dual-factor model that recognizes that psychological wellness and illness are interrelated yet separable, and both matter to student success.

With the recent world pandemic brought by COVID-19 have caused so much disturbance to people regardless of their sex, age, economic situations or qualifications. Such situation did not spare anyone. Students are one of the key sectors in the school setting. Needless to say, any stakeholders of the college have been affected into varying degrees.

In this paper, the researcher will look deeply on the facts on the mental health of college students towards college-based policies on Improving the mental health.

Since the turn of the century and aligned with the positive psychology movement, an increasing number of scholars contend that mental health is not solely defined by the presence or absence of psychological deficiencies (Seligman & Csikszentmihalyi, 2020).

Within positive psychology, subjective well-being (SWB) is a key indicator of mental health, and includes both cognitive and affective dimensions. Life satisfaction-the cognitive and most studied dimension-entails a global appraisal of the quality of one’s life holistically or in key domains (e.g., school, family, friends, living environment, self). Affect refers to the frequency with which one experiences a range of positive emotions (e.g., cheerful, joyful, lively) and negative emotions (e.g., scared, mad, sad).

Mental health, shame, and protective factors are gaining awareness in this generation. In the study conducted by Kotera et al. (2019), it found out that there was a significant correlation that exists between mental health and self-compassion, identified as an exploratory variable for mental health. Shame moderated the relationship between self-compassion and mental health. Integrating self-compassion training or program is suggested to help improve the students’ mental health. Mental health and mental illness are links to social adversity. According to Salerno (2016) in his study entitled “Effectiveness of Universal School-Based Mental Health Awareness Programs among Youth in the United States: A Systematic Review,” although there was some level of improvement in students’ mental health awareness, more research on the implementation of the said program is needed using randomized controlled trial design, and long-term follow-up implementation. The balancing of multiple opposing trends in the mental health service of practitioners and administrators determine the future course of mental health services in higher education institutions (Bonfiglio, 2016).

Background of the Study

Mental health issues are on the rise for college students and thus are of increasing concern in higher education (Condra, Dineen, Gauthier, Gills, Jack-Davies, & Condra, 2015; Giamos, Lee, Suleiman, Stuart, & Chen, 2017). For example, Cheng, Wang, McDermott, Kridel, and Rislin’s (2018) online survey of 1,535 college students showed that almost 30% had sought psychological help in the previous 12 months, with the proportion being even higher when that period was extended.  Mental health issues can affect students’ intellectual and emotional abilities and their manner of functioning, all of which influences readiness to learn (Douce & Keeling, 2014; Giamos et al., 2017). Douce and Keeling (2014) note:

Mental health problems...can impair the quality and quantity of learning. They decrease students’ intellectual and emotional flexibility, weaken their creativity, and undermine their interest in new knowledge, ideas, and experiences. Mental and behavioral health problems are also learning problems.

Despite greater awareness of mental health issues on college campuses (Bonfiglio, 2016; Giamos et al., 2017) and acknowledgment of the important role faculty can play to support students in this regard, faculty feel ill-equipped to assume this role (Condra et al., 2015). They might feel uncomfortable interacting with students with mental health issues, lack knowledge of appropriate actions and resources, and even have negative attitudes toward these students (Condra et al., 2015). Nevertheless, it is important for higher education faculty to attend to the whole person in order to support students’ academic success (Bonfiglio, 2016; Condra et al., 2015; Rosenbaum & Liebert, 2015; Wyatt, Oswalt, & Ochoa, 2017).  Douce and Keeling (2014) duly note, “We cannot effectively educate students or prepare them to be leaders, innovators, and entrepreneurs without responding to the factors that affect their ability to learn”

Mental health issues identified most often in college students are depression and anxiety, followed by several others that involve lower psychosocial and physical well-being (Barton & Hirsch, 2016; Bezyak & Clark, 2016; Condra et al., 2015; McKenzie, 2018).  Students who experience more than one condition can have compounded symptoms (Douce & Keeling, 2014; Villatte, Marcotte, & Potvin, 2017). One-way mental health issues tend to differ from disabilities is that they can be permanent or temporary, and they might arise suddenly (Condra et al., 2015).

Psychosocial Challenges

Rosenbaum and Liebert (2015) state, “College is replete with psychosocial challenges to be navigated and balanced” (p. 186), one of which is personal identity development (Bonfiglio, 2016). Variables that can contribute to mental health problems in college students’ complex lives often relate to academics (e.g., pressure to perform in a success-oriented world), finances, relationships and interactions with others, and traumatic events (Barton & Hirsch, 2016; Brownson, Drum, Swanbrow Becker, Saathoff, & Hentschel, 2016; Douce & Keeling, 2014; Nobiling & Maykrantz, 2017; Rosenbaum & Liebert, 2015; Villatte et al., 2017).  A number of other potential contributors have been identified, including permissive parenting (Barton & Hirsch, 2016). The life transition itself that requires various types of adjustment to college can be a stressor that challenges mental health (Brownson et al., 2016; Condra et al., 2015; Villatte et al., 2017; Wyatt et al., 2017), leading Wyatt et al. (2017) to suggest the first year of college as an important time to address mental health within a wider focus on students’ academic and non-academic needs.

Some identity groups have been shown to have greater mental health needs and thus need more targeted attention. Students with gender identity or sexual orientation concerns are one such group (Brownson et al., 2016; Rosenbaum & Liebert, 2015; Villatte et al., 2017). Females appear to be more likely than males to experience depression and anxiety (Villatte et al. 2017; Wyatt et al., 2017), and males are less likely than females to seek psychological help (Cheng et al., 2018). Race/ethnicity and national origin, too, are important to consider collectively and specifically for different identity groups (Albright & Hurd, 2018; Corona, Rodríguez, McDonald, Velazquez, Rodríguez, & Fuentes, 2017; Giamos et al., 2017).

Three reasons seem to top the list for why college students might avoid seeking mental health services. These include: stigma (self-stigma and perceived stigma from others); insufficient mental health support (in terms of resources and timely availability of services); and cost (Bezyak & Clark, 2016; Cheng et al., 2018; Condra et al., 2015; Giamos et al., 2017; Lannin, Vogel, Brenner, Abraham, &Heath, 2016; Levin, Stocke, Pierce, & Levin, 2018; Marsh & Wilcoxon, 2015; Nobiling & Maykrantz, 2017; Sontag-Padilla et al., 2018). However, students show interest in improving their physical and mental health in general (Bezyak & Clark, 2016), and positive attitudes about getting professional help have been shown to correlate with actually seeking such help (Marsh & Wilcoxon, 2015).

Mental Health Issues

Students can play a vital role in supporting students with mental health issues. Preventive measures and clinical services are important (Brownson et al., 2016). In the latter case, non-mental-health individuals might observe a student’s need for help (Rosenbaum & Liebert, 2015), as they “may be among the first to notice changes or problems students may be experiencing, be it acting up in class, slipping grades, or changes in social interactions” (Carmack, Nelson, Hocke-Mirzashvili,& Fife, 2018, p. 75). Counseling services can only be effective when students seek them; faculty can contribute to students taking this action, but they need education on how to support students in this regard, including general information about mental health and specific information about appropriate   classroom accommodations, relevant policies (e.g.on confidentiality), and available resources (Condra et al., 2015; Douce & Keeling, 2014). Such training has been shown to contribute to enhanced student success (Condra et al., 2015). Key preventive and reactive support strategies are discussed next.

Proactive measures can help prevent mental health concerns for college students. Efforts to raise awareness about mental health issues and available services and resources for addressing them,  as  well  as  to  reduce  stigma and  promote  better  attitudes  toward  help-seeking,  via  open communications  on  campus  at  large  and  in  individual  classrooms  provide  one  mechanism  for supporting good mental health in college students (Bohon, Cotter, Kravitz, Cello Jr., & Fernandez y Garcia,2016; Bonfiglio, 2016; Carmack et al., 2018; Condra et al., 2015; Giamos et al., 2017). Relevant information might be included in the college curriculum and greater exposure to individuals with mental health issues might be arranged (Bezyak & Clark, 2016; Bonfiglio, 2016; Jones, Brown, & Keys, 2015). These approaches can increase students’ awareness about and comfort level with seeking needed help (Carmack et al., 2018).  Educative measures to help “normalize” and raise awareness and acceptance of mental health issues should include the college campus at large, in addition to the wider society, in order to create a broad network of support and active involvement (Douce & Keeling, 2014; Nobiling & Maykrantz, 2017; Wyatt et al., 2017). Outreach must be culturally sensitive and include efforts to target specific identity groups known to face greater mental health challenges, as noted earlier in this paper (e.g., Douce & Keeling, 2014; Wyatt et al., 2017).  Accordingly, issues that can affect students’ mental health, such as discrimination and sexual harassment, should be addressed to create a campus climate that is conducive to better mental health (Bronson et al., 2016).

Preventive Sense

Another proactive approach for addressing college students’ mental health in a preventive sense is teaching students to use their own agency to support themselves. Examples include teaching self-regulatory strategies for stress reduction an academic success (Barton & Hirsch, 2016; Bezyak & Clark, 2016). Finally, another key preventive measure is to help students build healthy connections on and off campus, and thus a sense of inclusion, by encouraging collaborative work and support communities, membership in peer organizations, and other means of helping students interact with other students and faculty (Brownson et al., 2016; Jones et al., 2015; Wyatt et al., 2017).

Although students tend to seek informal, non-professional help for their mental health needs, such as friends, romantic partners, family, school staff, coaches, and church personnel, professional treatment–especially that which takes place face to face–is important (Levin et al., 2018; Nobiling & Maykrantz, 2017). Nevertheless, some less traditional methods for providing mental health support, such as online resources(including social media) and texting, can be useful (Levin et al., 2018; Wyatt et al., 2017).

Faculty can play an important part in identifying student needs, encouraging help-seeking, and  providing  information  on  mental  health  services,  and  they  might  suggest or  help  institute useful campus resources, such as peer-support methods (Giamos et al., 2017).Further, they should become knowledgeable about accommodations for students with mental health diagnoses in order to make appropriate classroom adaptations (Giamos et al., 2017), and–although rare–consider use of retroactive accommodation after a diagnosis (Condra et al., 2015).

Theoretical Framework

               This study made use of the theoretical framework anchored on School Mental Health Theoretical Framework (Cavioni, Ornaghi, & Grazzani). Effective school mental health programs mainly target the promotion of social and emotional learning (SEL) and resilience as well as the prevention of social, emotional, and behavioral  difficulties, including  risk behaviors (Browne et al., 2004; Cefai et al., 2018a; O’Reilly et al., 2018; Weare, 2020). Therefore, the proposed framework, which is based on existing research on mental health promotion and prevention, represents school mental health as encompassing three major domains. The first two concern the promotion of protective factors in mental health, specifically, social and emotional learning (SEL) and resilience, while the third is the prevention of social, emotional, and behavioral problems.

         Figure 1 provides a graphic summary of the theoretical framework, representing the three domains of school mental health, the associated developmental settings (family and community), and the overarching role of policy-making.

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DOI 10.5281/zenodo.12514544 

Introduction

Administrators and managers of educational institutions are expected to lead and deliver with utmost efficiency for their school to yield better results under their leadership. It is therefore their task to lead the organization to its direction based on their vision for the school and to realize its goal. As such, all those under their leadership are expected to benefit for a productive output. Teachers are direct beneficiaries of these administrators of their leadership practices.

The fifth Plenary Session of the China’s 19th CPC Central Committee deliberated and adopted the CPC Central Committee’s Proposal on Formulating the 14th Five-Year Plan for National Economic and Social Development and the Long-term Goals for 2035, which clearly stated that we should build a high-quality education system and build China into an education country by 2035. To ensure higher education connotation development into practice, educational managers should stick to the overall leadership of the party in colleges and universities, increase investment in higher education, strengthening the teachers team construction. To enlarge school-running autonomy, improve the school internal governance structure, promoting the modernization of university management system and management ability. To uphold and improve the President responsibility system under the leadership of the party committee, school managers should focus on the implementation of the articles of association of the university, strengthen the administration according to law, give full play to the assessment to promote the positive role of higher education connotation development (Zhou Hongyu, 2022).

Teachers’ working satisfaction is the most important part of teaching management, which is closely related to teachers’ working output. It has become a consensus for school managers to improve the teachers’ working satisfaction through kinds of methods providing more welfare for teachers. In recent years, Chinese government has issued a series of policies to encourage students majoring in education to work as teachers in private schools as well as in public schools. Therefore, a large number of teachers are hired by both public and private schools. However, it’s uncertain that whether teachers working in public school has a higher level of working satisfaction compared with that of teachers in private schools. In order to improve the teachers’ working satisfaction, administrators must take actions and cultivate the teachers’ working sense of gain, which will also promote educational effectiveness. Besides, it is illustrated by Joo-Ho Park et al. (2018) that administrator support positively influenced both professional learning communities and collective responsibility, which in turn, affected student math achievement via group-level teacher expectations.

Background of the Study

The Chinese government has emphasized the importance of building a high-quality education system. Educational managers should focus on enhancing teachers' working conditions to improve their satisfaction and productivity. This study aims to determine whether teachers working in public schools have higher job satisfaction compared to those in private schools and how administrators can cultivate a positive working environment.

Theoretical Framework

This study is anchored on the following concepts and theories:

1-Herzberg’s Two-Factor Theory

The two-factor theory is a concept that states the factors that affect an individual’s satisfaction and motivation level. These two factors are:

·                Job satisfaction (affective/hygiene)

·                Job dissatisfaction (motivational)

When American psychologist Frederick Irving Herzberg developed this theory in 1968. Herzberg believed that these two factors impacted employees' performance in different ways.

Both effective and motivational factors tend to influence people differently. Even as an individual is satisfied with their role, they may not be motivated enough to work towards their goals.

Hygiene factors

Hygiene factors are the elements of a job that satisfy basic needs: security, pay, fairness, and working conditions. When these needs are met, employees feel comfortable and satisfied with their roles. Here are some examples of hygiene factors:

·                Salary and benefits: How well an employee's basic needs are met, such as pay and insurance

·                Job security: The amount of control the employer has over keeping the position filled

·                Work environment: The amount of stress and travel required, as well as the office environment (temperature, cleanliness, basic hygiene)

·                Job policies: How an employee's day-to-day activities are controlled

·                Administratory practices: How well the employees are managed

·                Company policies and administration: The way policies are set up in the organization

·                Company reputation: The reputation of an organization outside of the company walls, such as with suppliers and business partners

Herzberg motivators

Motivational factors are the key job elements that motivate people to stay and grow in a role. When these needs are not fulfilled, the project team may become dissatisfied with their jobs. They may want more challenging roles that allow them to grow professionally, learn new skills, or manage greater responsibilities.

Here are a few examples of motivators as per Herzberg’s two-factor theory:

·                Achievement: The sense of accomplishment at the end of a project or task

·                Recognition for accomplishments: Being acknowledged for their work or contributions to the organization that go above and beyond their job duties, whether that's through a raise, promotion, or important assignment

·                Advancement: The opportunity to be promoted within the organization

·                Creativity: The ability to think outside the box to solve problems or come up with new ideas

·                Variety: A change in work assignments, projects, or duties

·                Independence: The ability to make their own decisions

·                Interesting work: Tasks are stimulating and keep them interested

·                Responsibility: The opportunity to take on bigger project roles, more duties, and higher levels of confidentiality

·                Accomplishment: The ability to accomplish a given task within the set deadline

·                Personal development: The opportunity to upskill by learning new skills, improving existing ones, and attaining certifications

·                Interpersonal relationships: The ability to interact with other employees or clients positively and build long-term relationships

·                Status: Being seen as a leader in the organization, giving orders, and seeing those orders carried out

2-Social Exchange Theory

Social exchange theory is a sociological and psychological theory that studies the social behavior in the interaction of two parties that implement a cost-benefit analysis to determine risks and benefits. The theory also involves economic relationships—the cost-benefit analysis occurs when each party has goods that the other parties value. Social exchange theory suggests that these calculations occur in romantic relationships, friendships, professional relationships, and ephemeral relationships as simple as exchanging words with a customer at the cash register. Social exchange theory says that if the costs of the relationship are higher than the rewards, such as if a lot of effort or money were put into a relationship and not reciprocated, then the relationship may be terminated or abandoned.

Among all the social exchange relationships, the most comfortable one is fair relationship. People do not like to be exploited by others, and usually do not want to take advantage of others: Fairness theory is a branch of social exchange theory, which summarizes the requirements of fairness in the process of people's communication.

The fairness principles include the three followings:

a. The principle of equality refers to everyone gets equal benefits, which is the most basic one.

b. Distribute according to need. Those with greater needs should benefit more, such as a family that may spend most of its income on a disabled child who needs expensive medical bills to keep alive.

c. Distribute according to work. The benefits one receives should be proportional to the contributions one gives, and those who contribute more should receive more benefits.

The three factors that will influence balance of relationship are as follows:

-Social rules

Social rules often determine who has the larges power in social relationships. In the working environment it is generally understood that lower ranking people obey orders and decisions of higher ranking people. In family life, parents have louder voice than children. In traditional families, men have more power than women. These people derive their strength and power from the common rules of society.

-Relative resources

Resources refer to what helps both parties in a relationship achieve their goals. When the two parties have different resources, the one with more resources has more power. For example, in a couple, high salary, high education, good job, or beautiful appearance can be a kind of resource. If one party has much higher resources than the other, the one with higher resources will have greater power

-Principle of least interest

Another factor that determines the strength of the interaction is the dependence upon the relationship of the two parties. In some relationships, the two sides attract and need each other, so the power is balanced. However, if one side needs more on the continuity or relies more on the relationship, there will be an imbalance of power between the two sides. The partner who is less interested in building a relationship has more power. This phenomenon is called the principle of least interest. In this case, the party who is most interested in and dependent on the relationship must always obey the wishes of the other party to ensure the continuity of the relationship.

Administrator Leadership focuses on school leaders’ real needs, offering them practical, hands-on strategies for improving their schools in a constantly evolving educational environment.

It may leave impacts on teachers’ working satisfaction. According to the research conducted by Shengnan Liu et al. (2018), which confirmed a partial mediation model whereby administrator instructional leadership evidenced moderate direct and indirect effects on teacher professional learning.

Besides, it is illustrated by Joo-Ho Park et al. (2018) that administrator support positively influenced both professional learning communities and collective responsibility, which in turn, affected student math achievement via group-level teacher expectations.

All in all, administrator leadership has impacts on teachers’ working as well as students’ learning effectiveness to an extent, and is essential to school management.

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DOI 10.5281/zenodo.12514901 

INTRODUCTION

Schools and universities elsewhere in the world have been exerting its optimal effort to sharpen their teachers and hone them to the extent possible so that in return they produce quality learners who are under their tutelage. Teachers tried to make the students excel in all areas possible – that will reflect the quality of instruction they create inside the classroom.

One of the goals of today’s pre-service and in-service training of teachers is to promote teacher’s competencies. According to the Ministry of Education of China, it was a big factor in the academic achievement of the students. Included under teacher competencies are teaching effectiveness which is premised on the competencies of classroom teachers in the instruction.

In the daily life of students, they encounter different kinds of teachers. It was a fact that the various teaching competency levels of their teachers bear different effects upon the students’ learning. Because of this, teachers must be aware of their own level of competency to be extra conscious of how their teaching affects the learning of the students.

         According to Onike (2017), a teacher occupies an important position and a key element in the operations of the school system. Teacher’s competence, knowledge, interest, devotion, commitment, dedication, professional training, attitude and personality make up matters and largely determined the quality of services provided by the teacher.

         Muijs and Reynolds (2019) claimed that how a teacher teaches becomes a vital key in promoting effective teaching and learning to the students. The researchers took interested in the study of how the teachers’ competencies affect the learning of the students whom they are teaching. Therefore, the teachers themselves are given the obligation to mold students into learned, competent, responsible and moral citizens of the country which was aligned with the aim of every educational institution that is to produce competent and excellent graduates.

Background of the Study

The researcher observed that teachers at Jinan Preschool Education College found it challenging to translate their instructional competencies into optimal student performance. Instructional competencies refer to the capability to apply knowledge, skills, and abilities to perform critical tasks. This study aims to investigate the instructional competencies of teachers and their impact on student performance, with the goal of designing a classroom-based service training program to improve teacher effectiveness. Does it follow that a teacher who is excellently implementing the curriculum to her students produce quality and functional learners? The term Instructional competencies is defined as the capability to apply or use a set of related knowledge, skills and abilities required to successfully perform critical work function or task in defined work setting. Instructional competencies often served as the basis for skills standards that specify the level of knowledge, skills and abilities are required for success in the workplace as well as potential measurement criteria for assessing competency attainment.

Given the current demands of various schools with regards to the teacher’s competency, the researcher chose to investigate this topic to expand her knowledge on the situations and the possible remedies to some existing problems.

         Upon noticing the impact of the quality of education to the future of the students, the researcher came up with a common view that the present condition of the teachers’ competencies could still be raised higher to produce better if not the best students. This was driven by the fact that the researcher is teaching as a part-time teacher teaching arts subject for college students.

         The primary focus in this study are the teachers in the tertiary level of education, mainly because they oversee the facilitation of their students’ learning experiences. The effectiveness of their teaching is one of the factors that determined how well the students would do in their journey towards knowledge acquisition. Basically, the teachers play a vital role in the daily lives of their students. Hence, for most times, they make or unmake their learners.

Thus, this study will investigate the instructional competencies of teachers in the School of Marxism of Jinan Preschool Education College and how such competencies influence the student’s performance. The researcher intends to design a classroom-based service training program that will capacitate teachers in providing quality education and promoting academic excellence.

Instructional Competencies

General Knowledge/Mastery of the Subject Field

Teachers must understand and effectively communicate their subject matter, providing accurate and relevant information. They should connect lessons to previous topics and other subjects to enhance understanding.

Teaching Skills

Effective teaching involves organizing and presenting subject matter clearly, using diverse teaching techniques, and adjusting methods to students' needs. Teachers should encourage critical thinking and creativity through questioning and interactive activities.

Classroom Management

Classroom management involves creating a positive learning environment, establishing authority, and maintaining student engagement. Teachers should be patient, start activities on time, and ensure active participation.

Evaluation Skills

Teachers must use fair and accurate evaluation methods to assess student performance. They should provide timely feedback and use evaluation results to improve instruction.

Theoretical Framework

The study is based on Vygotsky's theory, emphasizing the role of interaction in cognitive development. Teachers, as More Knowledgeable Others (MKO), guide students within the Zone of Proximal Development (ZPD). This study also draws on Bruner's constructivist theory, highlighting the dynamic process of learning and the importance of teachers facilitating knowledge construction.

This study is anchored to the study of Vygotsky, where he highlights that interaction plays a role in the cognitive development of a learner (Dahms et al., 2007). In the light of the theory discussed, More Knowledgeable Others (MKO) refers to anyone who has a better understanding or a higher ability than the learner with respect to a task, process, or concept. In this study, this MKO refers to the teachers. Another aspect of the theory is the Zone of Proximal Development (ZPD). The ZPD is the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability to solve the problem independently. According to Vygotsky, learning occurs in this zone (Daniels, 2005). This theory is related to the instructional competencies of the teaching force and how the interaction between the teacher and students brings about the latter’s learning.

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DOI 10.5281/zenodo.12515099 

Introduction

It is a no turning back for any element in the educational system anywhere in the world in terms of their exposure and familiarization with technology. The world has been highly dependent with technology and it has been experienced by all ages and all sectors of the society. Technological Pedagogical and Content Knowledge (TPACK) is a yardstick of every educator inside and outside of the classroom. It is a theory that was prepared to explain the set of knowledge that instructors need to teach their students a subject, teach effectively, and employ technology. This was tested in the recent adversities the world experienced.

At this time that the world is susceptible to experiencing any adversities, educational systems and methodologies need to adjust based on this new demand of the times.

The challenge that the schools faced now is how to maintain its know-how and adjust to this new age so that no learners will be left behind, Schools have to think of the different modalities, strategies on how to provide quality education despite the situation.

The great demand now is for everyone involved in educational setting to be attuned with the aid of technology in place of the usual face-to-face classroom instruction. Hence, the need for both the teachers and students to have acquainted themselves with the use of technology in teaching with the aid of the appropriate pedagogy. 

The seminal piece on the TPACK model was written in 2006 by Puny Mishra and Matthew J. Koehler in “Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.” They explained that their theory comes after five years of studying teachers at all different levels with design experiments to see how their classrooms operated.

They established their initial idea on Lee S. Shulman’s 1986 work “Those Who Understand: Knowledge Growth in Teaching.” First, Shulman discussed the common idea of knowledge in teaching which is that teachers hold a set of content knowledge – specific knowledge about the topic they are teaching – and a lot of pedagogical knowledge – knowledge about how to teach including specific teaching methods. Shulman countered this and says that effective teachers overlap these two knowledge sets, creating a set of knowledge about how to effectively teach their subject matter. He called this pedagogical content knowledge or PCK.

Twenty years later, Mishra and Koehler saw that the biggest change happening in teaching is the role of technology in the classroom. They noted that technological knowledge was treated as a circle of knowledge outside of and unconnected to PCK.

This time, the technology is not something that is to be done in the classroom but in a remote classroom. Though after the incident of the height of the pandemic in the country and after having a long break from schools’ usual activities, the classroom now became a remote one.

After five years of research, Mishra and Koehler created a novel framework, TPACK, which adds technology to pedagogical content knowledge and emphasizes the connections, interactions, and constraints that teachers work within all three of these knowledge areas.

Currently, technology is treated every bit if it is separate from teaching and learning. Teachers received Professional Development workshops where they are instructed in the role of some special software or applications, and how to accommodate it into their classroom is not talked about. Mishra and Koehler pointed to this as a current negative impact. They claimed that the lack of awareness of TPACK keeps technology separated and leads to four problems with utilizing technology in the schoolroom.

Foremost, in that location were such rapid changes in technology that it is exceedingly hard to hold up with all the latest advancements and apps. The second trouble was that software is designed for business, not for training. This frequently implied that pupils are finding out how to utilize the plan and not learning the content of the course of study. The third problem with keeping technology separate was the situational nature of the schoolroom. A teacher can adjust a lesson to build certain it fits the demands of the specific group of pupils, but the instructional video cannot. It was the same picture every time it is run. Finally, Mishra and Koehler said that keeping technology separate places an accent on “what” not “how.” From the teacher’s perspective the lesson becomes about what technology are they running low to use today, what does it say, what skills does it involve, instead of how can they instruct their students (Albion, 2020).

Background of the Study

Teachers are considered as one of the key factors in the educational process, especially, in the implementation of the teaching and learning amidst this new crisis that the whole world is experiencing. Much to a great deal, the implementation of the teaching and learning now among schools requires monitoring, assessment and evaluation of areas in teaching and learning, in order to ensure that the set goals and objectives were successfully attained despite the present condition.

This study aims to determine an important aspect of teaching in the 21st Century- technological, pedagogical, and content knowledge (TPACK) in School of Marxism of Jinan Preschool Education College, China.

Everybody   is   in   the   adjustment   phase   since   it   is evident that everyone need to adjust according to the protocols of the present time. Necessarily, there are moments of this transformation.  Among teachers, there are deep-seated anxieties about the new duties expected of them.  To come up to this topic for teachers, almost all schools in the country conducted mass trainings to meet the demands of the time. Nonetheless, teachers noted that trainings they have undergone were rushed and not well thought of. 

It was on this premise that this study will determine closely the teachers’ technological, pedagogical and content knowledge. It was both relevant to conduct such study to further improve the instruction and learning process so as to guarantee the actualization of the set ends and objectives for the new educational scheme despite some limitations brought by the current situation. 

Related Literature

The Technological, Pedagogical and Content Knowledge (TPACK) are framework to effective teaching with technology. This is rooted in the constructivist paradigm which advocates the availability of educational technologies for students’ use. TPACK requires a technology-enriched instruction and curriculum and a technology-literate academic body (Hafalla, 2016).

Many teacher preparation programs are failing to provide teachers with the knowledge, skills, and dispositions necessary to adapt and utilize technology effectively (Marino et al 2015). As education institutions continue to recognize the pivotal role of educational technology in preparing student teachers or teacher candidates for their future classroom works, Mishra and Koehler (2019) proposed the Technological Pedagogical Content Knowledge (TPACK or TPCK) as a way of thinking about the knowledge teachers need to understand to integrate technology effectively in their classrooms. They argue that TPCK includes knowledge of content, pedagogy, and technology, as well as understanding the complex interaction among these knowledge components. At the onset of Schmidt et al. (2015) development and validation of an assessment instrument for teachers, TPCK was introduced to the educational research field as a theoretical framework for comprehending teacher knowledge required for effective technology integration (Mishra & Koehler, 2019).

The TPCK grows from Shulman's idea of Pedagogical Content Knowledge (PCK) which consists of a crucial aspect of teacher's knowledge on their subject matter and their knowledge of the particular form of content teaching ability. Pedagogical Content Knowledge also covers the understanding of what makes the learning of a specific topic or area simple or complicated. Even though the TPCK construct is a novel approach to ICT knowledge integration, the idea has intrigued experts with its various equivalent names as they continue to define the characteristics, skills and knowledge of teachers who could drive the complexities, advantages and connections of its domains (Schmidt et al., 2015).

Enriching Shulman’s landmark model, Mishra and Koehler (2019, 2019) explained that at the helm of good teaching are three core components: namely, Content, Pedagogy and Technology. TPCK application in the classroom requires a profound, sensible, and fine understanding of teaching with technology and the other domains. It must be fathomed that the separation of teaching into content, pedagogy and technology is not necessarily straightforward, or even something that good teachers do. To attain the so-called dynamic equilibrium, integration should work well (Mishra & Koehler, 2019); otherwise compensatory characteristic of each component should address any conflict or constraints.

Technological Knowledge (TK) describes teachers’ knowledge of, and ability to use, various technologies, technological tools, and associated resources. TK concerns understanding educational technology, considering its possibilities for a specific subject area or classroom, learning to recognize when it will assist or impede learning, and continually learning and adapting to new technology offerings (IG Global, 2018). 

In Klasander (2016), the word ‘technology’ is used to describe a variety of objects, phenomena, processes, skills, and knowledge. Everyone can identify examples of technological objects and abilities, such as cars and buildings, welding and computer programming. To pinpoint what sets technological objects and activities apart is more difficult. Technology tends to be about creating or modifying objects for certain purposes according to a need or wish: from blacksmithing to genetic engineering, from Stone Age axes to modern nano materials, from knowing how to make glue from cadavers to knowing how to build nuclear power plants. What signifies technological knowledge and activities is their usefulness when creating and using artifacts. Technology is all around us; in order to understand modern society, it is necessary to understand at least some aspects of technology. This thesis in philosophy is intended to contribute to the epistemology of technology and how it can be used in elementary technology education, especially at the level taught in primary and lower secondary schools. Compared with scientific knowledge, philosophical interest in technological knowledge has been sparse.

Theoretical Framework

This field was anchored on Koehler and Mishra (2009) who advocates that TPACK is a fabric for effective instruction with technology. Koehler, Mishra, and Ihaka (2007) also iterated that “developing and implementing successful teaching requires an understanding of how technology is related to pedagogy and content”.

According to the TPACK framework, specific technological tools (hardware, software, applications, associated information literacy practices, etc.) are best used to instruct and guide students toward a better, more robust understanding of the subject matter. The three types of knowledge – TK, PK, and CK – are thus combined and recombined in various ways within the TPACK framework. Technological pedagogical knowledge (TPK) describes relationships and interactions between technological tools and specific pedagogical practices, while pedagogical content knowledge (PCK) describes the same between pedagogical practices and specific learning objectives; finally, technological content knowledge (TCK) describes relationships and intersections among technologies and learning objectives. These triangulated areas then constitute TPACK, which considers the relationships among all three areas and acknowledges that educators are acting within this complex space (see Figure 1).

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DOI 10.5281/zenodo.12515350 

ABSTRACT

The goal of this research is to better understand how technology integration affects educational fairness and access by exploring the opportunities and problems associated with it in varied learning environments. This study used a mixed-method approach, utilizing both quantitative surveys and qualitative interviews, to investigate the viewpoints, challenges, and encounters of educators, administrators, and students in Nagpayong, Ilugin, and Pinagbuhatan schools. The study looks into three main areas: how pupils use technology in relation to perceived hurdles, how sociocultural variables shape technology-related behaviors, and how well strategies are working to close the digital divide. To determine the importance of these variables, hypotheses are developed, and statistical analysis provides information on technology accessibility, usage trends, and attitudes in the context of education. In order to achieve inclusive learning experiences and equal access to educational resources in the digital era, the project intends to provide useful insights to guide pedagogical practices and policy actions through the triangulation of qualitative and quantitative data.

Introduction

           Social well-being was a component of sustainable development and reliant on education. Information technology has developed to disseminate knowledge and was an important driving force behind innovations in education. Education in schools and institutions has changed as a result of the introduction of new technology-assisted learning tools like mobile devices, tablets, laptops, smartboards, MOOCs, simulations, dynamic visualizations, and virtual laboratories. Research has demonstrated that one of the most economical ways to educate developing minds is through the Internet of Things (IoT). Additionally, it was a strong system that included a top-notch educational experience for all students (Dreimane & Upenieks, 2022).

        In the quickly changing digital world of today, integrating technology into education is essential in creating more prosperous learning opportunities. With digital resources and interactive learning platforms, technology has the power to completely change how knowledge is gained and shared. Disparities in technology availability and utilization, particularly across varied learning contexts, continue to exist despite this transformative wave. The use of technology in Ilugin Elementary School was examined in this study.

       Through highlighting the difficulties encountered in Ilugin Elementary School, this study seeks to promote a more profound comprehension of the intricate interactions of technology, socio-cultural elements, and educational environments. The study aimed to produce practical insights that can guide pedagogical strategies and policy actions targeted at leveling the playing field in education through empirical research and stakeholder engagement.

Methodology

Research Method Used

         This study will use qualitative and quantitative methodologies to examine how technology is used. Qualitative methods such as questionnaires and interviews, will gather in-depth insights into the perspectives, experiences, and challenges that people involved in technology integration face. Furthermore, qualitative surveys can offer a forum for participants to express their viewpoints and experiences in a more organized manner, facilitating a deeper comprehension of the nuances related to technology availability and use in a variety of learning contexts. 

      Quantitative surveys are used to supplement the qualitative method by collecting information on the availability and use of technology in each of the chosen schools. Researchers can gather standardized data on variables, including the accessibility of technological resources, the frequency of technology use, and the perception of obstacles to accessing technology through quantitative surveys. Researchers can find patterns, trends, and connections by quantifying these characteristics that might not be immediately obvious when using only qualitative methods. Triangulation is also made possible by the combining of qualitative and quantitative data, which strengthens the validity and trustworthiness of the results by validating ideas from several sources. All things considered, the mixed-method approach used in this study allows researchers to obtain a thorough grasp of technology deployment in a variety of learning environments, revealing insights that guide practice, policy, and future research projects.

Population Frame and Sampling Scheme

                  The study's population includes students and teachers from Ilugin Elementary School. Using purposive sampling, researchers could select respondents whose experiences, knowledge, or perspectives are relevant to the study's objectives (Palinkas et al., 2015). There will be inclusion and exclusion criteria to help determine whether a participant is eligible to participate in the study.

Description of Respondents

          Students and teachers from the chosen school make up the respondents for this study, representing a wide variety of viewpoints and positions within the educational setting. Students enrolled in the school would provide information on their experiences, challenges, and preferences about technology integration, as they were the primary users of technology-enabled education. Teachers were also important in encouraging students to use technology in the classroom since they have a wide range of pedagogical approaches and backgrounds and are well-versed in the benefits and drawbacks of technological integration.

Research Instrument Used

      The study employed a range of research instruments, including both qualitative and quantitative methods, to obtain a thorough understanding of technology access, utilization, and perceptions in the chosen schools. This would result in the discussion of the participants' experiences, opinions, and thoughts surrounding technology integration using semi-structured interview guidelines as a qualitative method.

               Qualitative surveys gathered information regarding technology access, utilization, and perspectives. These surveys aimed to gather participant input on many aspects of technology integration, such as technical resource accessibility, access barriers, and technology's impact on educational activities. Participants in qualitative surveys give researchers a more nuanced picture of their experiences and points of view by providing detailed responses to open-ended questions. Quantitative surveys are employed to collect numerically measurable data on technology access, utilization, and perceptions throughout the selected schools.

Mathematical Expressions and Symbols

To obtain meaningful results, narrative analysis, statistical tools, precisely weighted mean, and t-tests were applied to analyze the data. 

The weighted mean is the mean of a set of values wherein each value or instrument has a different weight or degree of importance. This tool was utilized to determine the problems of teachers and school heads in terms of the survey. The weighted mean is computed as:

The respondents' perceptions of the technology integration test were rated by the

respondents using the 5-point Likert Scale where 5, 4, 3, 2, and 1 denoted Strongly

Agree, Agree, Fair, Disagree, and Strongly Disagree, respectively. 

Scale Range   Verbal Interpretation

5            4.50 - 5.00          Strongly Agree

4            3.50 - 4.49          Agree

3            2.50 - 3.49          Fair

2            1.50 - 2.49          Disagree

1            1.00 - 1.49          Strong Disagree

Data Gathering Procedure

               Getting permission from school officials to conduct surveys and interviews in the selected schools is the first step in the data collection procedure for this study. The researchers will ask permission from school officials or other relevant authorities and present the study's purpose, methodology, and expected outcomes to secure approval for the research activity. Upon approval, surveys will be distributed to students in the selected schools. There will be clear instructions for filling out the surveys. Semi-structured interview guides will be used to conduct informal conversations with students and teachers about their perspectives, experiences, and ideas related to the incorporation of technology.

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DOI 10.5281/zenodo.12525930 

Campus journalism is valued in schools in the Philippines. To improve the journalistic skills of the student writers, the researcher created the Righting Model. Thus, this study aimed to ascertain the mean scores of student writers in news writing, feature writing and editorial writing before and after the intervention. This one-group pretest-posttest research utilized a researcher-made Journalistic Performance Rating Scale Checklist. Five student writers of the English publication in a public secondary school in a Mina National High School in Schools Division of Iloilo were the participants of the study. Statistical tools such as the Wilcoxon Signed Ranks Test, Paired t-test, Mean and Standard Deviation were used to describe and analyze the data. All statistical computations were processed through the Statistical Package for Social Sciences (SPSS) software with a level of significance set at .05 alpha. Results of the study revealed that there was a significant difference in students’ journalistic performance before and after the intervention which was the Righting Model. The level of mean scores before the intervention was Developing. After the intervention, it rose to Proficiency level. Furthermore, the results revealed that after the use of the Righting Model, the mean scores of student writers when the categories were paired did have significant differences. This may mean that the model applies to any journalistic category.

Keywords: Education, Righting Model, Journalistic Skills, Philippines

Introduction

In schools in the Philippines, both public and private, from elementary to tertiary levels, campus journalism is valued. It has turned into a laboratory for discovering and molding the journalistic talent and skills of the learners. It plays an important role in the academe as it trains learners to become responsible members of society (PEJ Reader, n.d.; Laya, Aleria, Laroya, 2013).  

To enhance the journalistic skills of the student writers, the researcher created the Righting Model. It is a mini-workshop framework with 5Cs. Collaboration and the use of technology are highlighted in the workshop. Students involved in cooperative learning do better especially in the development of reasoning and critical thinking skills than those who are not involved (Carleton, 2006). Another aspect of the workshop is technology, which has helped improve engagement and interaction with other benefits. 

Methodology

Participants

         The student writers of the Riverside Echoes, the official English publication of Mina National High School were the participants of this study for seven weeks.

Data- Gathering Instrument

        In gathering data, the researcher designed a researcher-made Journalistic Performance Rating Scale Checklist validated by three experts in the field of campus journalism and was given a score of 1-Strongly Disagree, 2- Disagree, 3- Slightly Agree, 4- Agree, and 5- Strongly Agree in each guideline.

Data Collection Procedure

         The validated instrument together with the pretest and posttest in news, feature and editorial writing was given to the two jurors.

To analyze and interpret data gathered before and after the intervention, the researcher used statistical treatment like mean and standard deviation.

         Thereafter, the obtained data during the pretest and posttest were analyzed

Intervention

         The researcher created an intervention called Righting Model. The framework has five steps termed 5Cs; namely, Challenge, Craft, Connect, Collaborate and Check. 

Narrative of the Intervention

On Day 1 of the workshop, the researcher challenged the participants as he administered the pretest. They wrote one article for each category: news, feature and editorial. Connect, the next step in the process follows. Here, the participants watched you tube lecture on ethics in journalism, copyright laws and how to write news. The video about news writing dealt with the characteristics of good news writers, sources of news, elements of a good news story, examples of effective news leads and structure of a good news story.

         On the other hand, the video on feature writing focused on the characteristics of a good feature story, the kinds of feature articles and the structure of a good feature story. The lecture on editorial writing was on the characteristics of a good editorial, the kinds of editorial and the structure of an editorial.

         The student journalists then discussed among themselves the important concepts they had learned from the YouTube lectures. Generalization with the researcher as facilitator followed.

         The next step collaborate, came next. The student writers were given five examples of a news article. They had to analyze the article one at a time collaboratively. In analyzing, they will focus on the styles and structures used by the author in writing that particular article.

After the session on news writing, a feature writing activity was done. Just like in the news writing activity, the student writers were each given five examples of feature articles. The sample feature articles are of different types. They had to analyze the article collaboratively, one at a time. In analyzing, they had to focus on the styles and structure used by the author in writing those feature articles.

A separate session for editorial activity was done following the same procedure as in news and feature activities. Every participant was given the chance to share his/her observations.

After the sessions for a group activity on analyzing the structures of good news, feature and editorial articles, another group activity followed. They were given strips of erroneous articles. Each strip contains a paragraph of the article which they had to arrange and edit, considering grammar and usage rules and mechanics based on the stylebook. This is the Crafting stage. These steps were also used in the feature and editorial which were done on separate schedules.

It is important to note that the Connect, Collaborate and Craft steps are cyclical.

For the last step in the model, which is Check, the students revisited their original articles. Individually, they rewrote the article by applying or following the structure of one of the five articles given to them.

Data Analysis Procedure

         The tabulated data from the instruments administered were analyzed using the Statistical Package for Social Sciences (SPSS) software. The statistical significance was set at .05. The data were subjected to the following statistical tools: mean, standard deviation, and Wilcoxon Signed Rank Test.

         Mean and Standard Deviation were used to determine the mean scores of student writers in news, feature and editorial writing before and after the interventions. The paired t-test and Wilcoxon Signed Rank Test were used to determine if there was a significant difference in the mean scores of student writers before and after the intervention and in the mean scores of paired journalistic categories after the intervention.

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DOI 10.5281/zenodo.12547207 

Introduction

Functional training is essential for improving athletes' performance by focusing on comprehensive movement coordination. This study aims to assess the impact of functional training on enhancing the speed and overall performance of university athletes. 

The relevance of studying the impact of functional training on raising the level of the athlete’s speed originates from an athletes comprehensive movement chain. It also concentrating on harnessing the close coordination of various body parts, particularly when repeatedly doing actions in real competitions.  This is particularly important for athletes concerning the efficiency from the start , acceleration and then maintaining speed velocity. Furthermore, there many forms of training methods that can adopted by athletes, middle distance and eventually the sprinters stride for various training that aids in preventing injury by supporting the athletes core stability and preventing muscular imbalances. Therefore, it is important to deal specifically in assuring every opportunity, every advantage no matter how little it contributes in order to have the edge in a competition. It can state safely that dealing into the nature of specific training methods have relevance in bringing about more effective training methods that insured athletes excellent performances.

   As a player and a teacher that coaches student athletes in the field , it has convinced the researcher that functional training hold favorable and positive implications for enhancing the speed of athletes in training.  The training focuses on the series of whole bodily movement and the coordinated for neuromuscular functions. Unlike the traditional training methods that focuses on enhancing one or several physical qualities, and consequently overlooked harmonious coordination of the body parts of one’s athlete’s body, could end in a devastating result of physical injuries in sports. These unintended injuries could throw precious time on the planned training modes and schedule and could dampen one’s motivation and perhaps lessen their dynamism to proceed training. From this incident it could result to the negative implication for cultivating China’s sports talents.

   At present with the advancing of technology in every field or industry , functional training methods is incorporated in various training regimes .In recent studies , researches in this endeavor have been directed towards advancing training techniques for optimal  speed augmentation. Functional training can enhance core stability and support lower limb power that could refine the coordination of body movement at great length.

The objective of this research is to ascertain the relationship between functional training of the athletes in the field. Introducing, discussing, and synthesizing studies and research related to the aforementioned structure form the foundation of this study.

Background of the Study

         It was noted that in China, Functional Training gradually gained popularity after the year 2000. It was initially introduced by some pioneering fitness coaches and sports trainers who encountered it in international training courses and later introduced it domestically. With the increasing awareness of health and fitness in recent years and people's exploration of alternative fitness methods, Functional Training rapidly gained popularity in China. Many gyms and training centers began offering Functional Training courses, and numerous coaches received relevant training and certifications. Furthermore, exchanges with foreign fitness brands and organizations accelerated the popularization and development of Functional Training in China. To this day, Functional Training has become an essential part of China's fitness and sports training landscape(Mangona (2023).

From the late 20th century to the early 21st century, as fitness culture spread in Western countries, Functional Training began to receive widespread attention as a comprehensive and efficient exercise method. Santos (2023) pointed out that functional training initially gained attention in the fields of physical therapy and rehabilitation and gradually gained acceptance in the sports and fitness community.

Functional training, through the simulation of actual competition movements, improves runners' technical skills, body coordination, and explosiveness. Additionally, it effectively reduces the risk of injuries. In summary, Functional training has become a crucial component of modern sprinting training, positively impacting athletes' competitive performance.

Functional Training

It was pointed out in his research that functional training refers to exercise and training that simulates natural movements in people's daily lives, work, or sports. The purpose of this training method is to enhance individuals' physical abilities in real-life situations, improve their functionality, and enhance their movement efficiency according to Joonas(2023). Likewise, Xiao (2023) stated in his research that today, Functional Training is no longer limited to the realm of rehabilitation. It has been widely adopted in sports, fitness, and athletic training to enhance the performance of athletes and the general population, reduce the risk of injuries, and improve the quality of daily life. The core idea is to exercise the body by simulating movements in daily activities, resulting in better functional performance in real-life situations.

Zhang (2023) noted in his study that the origin of functional training can be traced back to the fields of physical therapy and rehabilitation. In the early 20th century, therapists began designing specific recovery exercises for injured soldiers and other patients. The purpose of these exercises was to help them regain basic daily functions such as walking, standing, and lifting. Over time, this function-based recovery approach was adopted by sports trainers and fitness coaches and further evolved into modern Functional Training methods.

Saeidi (2023) pointed out that Functional Training has had a profound impact on sports training and has been widely applied in various sports. Functional Training emphasizes simulating actual movements and situations that athletes may encounter in competitions or training, providing athletes with more specific and targeted training. For example, soccer players may engage in a series of exercises that simulate dribbling, shooting, or turning movements to enhance their correlation with corresponding actions in matches.

McDougle (2023) highlighted that traditional isolated muscle exercises often overly emphasize strengthening specific muscle groups, neglecting the overall kinetic chain and stability. Functional training emphasizes the holistic and coordinated nature of the whole body, helping athletes maintain dynamic stability during high-intensity training or competition, thus reducing the risk of injuries.

Alvarenga (2023) pointed out that Functional Training makes athletes' movements more natural and fluid when simulating actions in actual competitions. This not only improves movement efficiency but also makes the actions more economical, prolonging an athlete's performance duration.

Wu (2023) emphasized that Functional Training encompasses not only strength training but also aspects such as flexibility, balance, coordination, speed, and explosiveness, providing athletes with comprehensive skill improvement. Functional Training emphasizes body awareness, requiring athletes to continuously think, perceive, and adjust during training. This enhances the connection between the body and the brain, helping athletes make faster judgments and responses during competitions.

Inoue (2023) highlighted that as the concept of functional training spreads widely, more professional teams and coaches are incorporating it into their daily training routines, not only to enhance athletic performance but also to ensure athletes' physical health and longevity. The comprehensiveness and specificity of this training method have gained wide application and recognition in the field of sports training.

Core Stability Training

Dongaz (2023) stated that Core Stability Training is a new training theory that focuses on strengthening deep muscles and small muscle groups, thereby enhancing body stability. This training method involves creating an unstable surface or support point through equipment, and individuals perform static or dynamic exercises in an unstable state. This helps individuals adapt to unstable surfaces, improve their control over their bodies, and compensate for the lack of training in deep core and small muscles as traditionally addressed in neurophysiology.

Salar Sarvin (2023) pointed out that individuals undergo static support or dynamic movement exercises in an unstable state during Core Stability Training. This helps individuals adapt to unstable surfaces, enhancing their control over their bodies and central control. It also compensates for the traditional neurophysiological training's inadequate focus on the trunk and deep small muscles.

Sun (2020) explained that by continuously stimulating deep core muscles and the neuromuscular control system through unstable surfaces, core stability training improves both the stability of muscle groups and the enhancement of muscular strength. This leads to increased efficiency in transmitting force from the lower limbs to the upper body, improving the efficiency of power transfer, and addressing force generation issues during coordinated movements.

Yu (2023) stated that Core Stability Training emphasizes training the core muscles, which include the pelvic floor muscles, abdominal muscles, spinal extensor muscles, and diaphragm. These muscles are mainly distributed in the abdominal and lower back regions and play a significant role in body movement. Core muscles also include muscles that stabilize the core, such as the latissimus dorsi, gluteus maximus, and the three bundles of the oblique muscles. There are 29 pairs of muscles originating in the core region and 1 pair inserting into the core region, contributing to body movement and stability.

Wang (2023) explained that the "Four-Ya Structural Model" serves as the foundational mechanism for core stability, achieved by regulating the nervous system, coordinating with breathing regulation, muscle system coordination, and joint ligament strength coordination. Currently, Core Stability Training has been widely applied. Initially used primarily in rehabilitation therapy, it gradually integrated into sports, and many scholars improved athletes' specialized abilities and athletic performance through Core Stability Training. As a result, Core Stability Training has become a training method for enhancing basic motor skills and specialized skills in the human body.

Zarei (2023) emphasized that Core Stability Training is crucial for sprinters. The core muscles play a key role for sprinters in starting, accelerating, and sprinting phases. A stable core provides a solid foundation for transmitting lower limb-generated force to the upper body, improving stride frequency and length. Additionally, a strong and stable core helps maintain a straight body line, reduces energy wastage, and prevents unnecessary body sway during races, ultimately leading to better performance.

Hessam (2023) pointed out that core stability is one of the key factors influencing sprinting performance. It not only helps athletes transmit and utilize force more effectively but also ensures optimal

 body posture during sprints. Therefore, specialized core stability training should be integrated into the regular training plans of sprinters to achieve optimal competitive results. Sprinting in track and field, which tests a combination of explosiveness, speed, and technique, has always been a research hotspot in sports training. In recent years, the concept and methods of Functional Training have been widely applied in many sports, and sprinting is no exception. Functional Training advocates training by simulating actual movements in competition and daily activities, improving athletes' movement efficiency and reducing the risk of injuries.

Maleki (2023) stated that Functional Training places a high emphasis on the specificity of movements, simulating key actions in sprinting during training. For example, critical movements in sprinting, such as the start, arm swing, and leg propulsion, can be practiced specifically through Functional Training. This training method often involves the coordination of various body parts, improving athletes' body coordination and balance, enabling them to perform technical movements more quickly and accurately, thus enhancing speed.

Jha (2022) pointed out that many exercises in Functional Training, such as multidirectional movements and reaction training, contribute to improving athletes' reaction speed. In sprinting, particularly during the starting phase, rapid bodily reactions are crucial. Through Functional Training, athletes can react more quickly, improving their success rate during starts. Sprinters face a certain risk of injury during training and competition, especially during the starting and sprinting phases. Functional Training, by simulating movements from actual competitions, enhances muscle and ligament strength and flexibility, effectively reducing the risk of common injuries such as muscle strains and joint sprains.

Abdelhalim (2022) emphasized that Functional Training often emphasizes the training of core muscle groups. Core muscles are vital for sprinters as they provide a stable foundation for the lower limbs, ensuring the consistency of movements and the output of power. Strengthening core muscle groups enhances athletes' performance and explosiveness during races.

Functional Training, through the simulation of actual competition movements, targetedly improves sprinters' technical skills, body coordination, and explosiveness. Additionally, it effectively reduces the risk of injuries. In summary, Functional Training has become a crucial component of modern sprinting training, positively impacting athletes' competitive performance.

Lower Limb Explosiveness Training

Dongaz (2023) pointed out in his research that the concept of core explosiveness originated from a deep study of the strength component in athletes' performance. In the mid to late 20th century, scientists and sports trainers realized that mere muscle size or endurance does not fully represent an individual's ability to generate maximum force in a short time. This led to the concept of "explosiveness," especially focusing on the muscle groups in the core of the body—such as the abdominal, back, and pelvic regions. Due to the critical role these core muscles play in body movement and balance, specialized research and training in their explosiveness became essential.

Salar (2023) pointed out in his study that over time, core explosiveness training gradually found application in various sports. From weightlifting, gymnastics to disciplines like taekwondo, basketball, and soccer, athletes began to undergo specialized core explosiveness training to enhance their performance in competitions. Research institutions and universities also started delving into the study of core explosiveness, publishing numerous academic articles that further demonstrated its importance in improving athletic performance, injury prevention, and enhancing overall physical function.

Yu (2023) stated in his research that in the early 21st century, with increased international sports exchanges, the concept and training methods of core explosiveness began to gain attention in China. Chinese sports trainers and coaches started going abroad for further education or invited foreign experts to conduct seminars in China. This gradually introduced the training methods of core explosiveness to China, where they were incorporated into various sports training programs. Subsequently, research institutions and universities in China began to conduct in-depth studies and discussions on this concept, leading to its widespread application and promotion domestically.

Wang (2023) explained in his research that core explosiveness training has been proven to be a key factor in enhancing athletic performance in various sports. The core muscle groups are responsible for body balance, turning, and power transmission. A robust core provides a stable foundation for the actions of the upper and lower limbs, allowing force to be concentrated and effectively transferred. For example, in sports like basketball, soccer, and baseball, the rotation and stability of the core are crucial for actions such as shooting, passing, and hitting. Core explosiveness training emphasizes the ability of these muscles to release maximum force in a short time, directly impacting an athlete's performance in competitions.

Zarei (2023) pointed out in his research that core explosiveness training is also regarded as a crucial strategy for reducing sports injuries. Many sports-related injuries, especially lower limb injuries, are often associated with weaknesses and imbalances in core muscles. A stable and strong core can reduce excessive stress on joints and muscles, thereby reducing the risk of sprains, strains, and collisions. Furthermore, core stability also helps maintain proper posture and body symmetry, which is crucial for long-distance running, cycling, and other endurance sports.

Hessam (2023) highlighted in his research that in technically demanding and highly coordinated sports like gymnastics, dance, and martial arts, core explosiveness training plays a vital role. Athletes in these sports need to maintain body stability during complex aerial movements and rotations. A powerful core explosiveness not only aids in the execution of these actions but also ensures stability upon landing, thereby preventing injuries. Additionally, in sports like golf, tennis, and badminton, which involve rapid body rotations and swings, a strong core ensures that power is efficiently transmitted from the legs to the upper body, enhancing striking power and accuracy.

Maleki (2023) pointed out in his research that in sports requiring rapid changes of direction, such as soccer, basketball, and tennis, the importance of core explosiveness is particularly prominent. Athletes frequently need to change direction quickly or come to a sudden stop during matches. A robust core can provide the necessary power to help athletes start, change direction, and stop rapidly, while reducing the risk of injury due to sudden movement changes.

Jha (2022) noted in his research that sprinting, as the ultimate challenge to an athlete's speed and explosiveness, places a heavy emphasis on core explosiveness. Core muscles, as the "center" of the body, play a crucial role in sprinting during the starting, accelerating, and maintaining maximum speed phases. Studies have shown that a strong core can provide a more stable body posture, allowing for more efficient transmission of power from the lower limbs. Core explosiveness training focuses on the ability of these core muscles to generate maximum force from the core area in a short period, which is critical for the starting and sprinting phases. With the widespread adoption of this training method, many top sprinters have incorporated specialized core explosiveness training into their training plans, resulting in improved performance in competitions.

In summary, core explosiveness training holds a central position in modern sports training. Whether for enhancing athletic performance or injury prevention, it has demonstrated its indispensable value. With further research and application, the importance of core explosiveness training will continue to be recognized and explored in the world of sports.

Synthesis. The reviewed literature underscores the quantitatively studies the training methods that are effective for  short distance running results and analyzes the physical fitness profile relationship between the two, offering references for university  field athletes to implement functional training and improve short- distance running results.

Before initiating speed training for short distance runners, the application of functional movement screening can effectively pinpoint improper movement patterns and compensations in foundational movements, providing a basis for accurately assessing speed potential. Catering to the speed training needs of university students, specific functional training regimes can be designed. Functional training's intervention can help correct flawed movement habits, minimize compensatory actions, and thus cultivate the correct speed movement patterns, significantly reducing injury risks during sports activities. This training system not only aids in enhancing athletes' competitive results but also effectively lowers attrition due to sports injuries, consequently extending their professional careers and providing grassroots  field training teams in our country with a continuous and healthy developmental environment.

The literature emphasizes the significance of physical fitness program that lead to increased contexts of sports and physical education to improve athletes life skills( Lenzen,2023. Sports are setting that emphasizes  training and performance similar to school and work, where sports skills and life skills are learned in the same way. The present study aims to incorporate this framework

Theoretical Framework

This investigation is anchored on the theory of Athletic Ability Composition Model. Athletic Ability Composition Model plays an indispensable role in shaping human physical movement. The athletic ability model consists of three layers: basic physical movement abilities, general athletic abilities, and specialized athletic abilities. These layers form a pyramid, progressing from bottom to top. The basic physical movement abilities form the foundation of the pyramid, providing a stable base for athletes. Compared to the general population, athletes require higher standards in stability, flexibility, and precise movement execution. General athletic abilities cover the foundational qualities needed by athletes for specific events, such as speed, power, and agility. Traditional physical training often lacks specificity in training these capabilities, while functional training more aptly meets these needs. Specialized athletic abilities directly influence an athlete's performance and are closely related to the characteristics of the sport. Functional training, with its emphasis on the quality of movement completion, is more apt for enhancing specialized physical fitness. Compared to traditional physical training, which mainly focuses on major muscle group strength, functional training stresses the power and stability of core areas, such as the spine and lumbopelvic region. This helps reduce energy wastage and enhances stability and flexibility. In summary, functional training's emphasis on core areas surpasses traditional training, showcasing its value in physical training.

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DOI 10.5281/zenodo.12547596

Leadership and management are integral components of the educational system, particularly in elementary classrooms where the foundation for lifelong learning is established. In the context of the Philippines, effective leadership and management are vital for creating a nurturing and conducive environment that supports student growth, academic excellence, and holistic development. This essay explores strategies to strengthen leadership and management practices in Philippine elementary classrooms to optimize learning outcomes and foster a culture of continuous improvement.

The following are the strategies to enhance leadership and management in Philippine elementary classrooms:

Professional Development Program. Continuous professional development programs are essential for school leaders, teachers, and staff to stay abreast of the latest trends and best practices in education. These programs can include workshops on instructional strategies, leadership skills, technology integration, and student engagement techniques. By investing in professional development, educators can enhance their knowledge and skills, leading to improved teaching practices and better student outcomes.

Establish Clear Communication Channels. Clear communication channels are vital for fostering a culture of transparency, trust, and collaboration within the school community. School leaders should ensure that information is effectively communicated to all stakeholders, including teachers, students, parents, and the community. Open communication promotes a sense of belonging and unity, strengthens relationships, and ensures that everyone is working towards common goals.

Encourage Shared Decision-Making: Involving teachers, parents, and students in decision-making processes empowers them to take ownership of their educational experience. When stakeholders have a voice in shaping school policies, curriculum development, and student activities, they feel valued and invested in the success of the school. Shared decision-making promotes a sense of community, fosters creativity, and leads to more inclusive and equitable outcomes.

Promote a Positive School Culture: A positive school culture is characterized by respect, empathy, inclusivity, and collaboration. School leaders should cultivate a culture where diversity is celebrated, differences are embraced, and every individual feels valued and supported. A positive school culture enhances morale, reduces conflicts, and creates a welcoming environment where students can thrive academically and socially.

Implement Data-Driven Decision-Making. Data-driven decision-making involves using data to inform instructional practices, resource allocation, and school policies. By analyzing student performance data, attendance records, behavior reports, and other relevant metrics, school leaders can identify areas for improvement, track progress, and make evidence-based decisions. Data-driven decision-making ensures that interventions are targeted, resources are allocated efficiently, and student needs are met effectively.

Strengthen Parent and Community Engagement.  Building strong partnerships with parents and the community is crucial for supporting student learning and well-being. School leaders should involve parents in school activities, seek their input on important decisions, and provide opportunities for community members to contribute to the school's success. Parent and community engagement create a support network for students, enhance school-home communication, and foster a sense of shared responsibility for student achievement.

Empower Teachers. Empowering teachers involves providing them with the autonomy, resources, and support needed to excel in their roles. School leaders should encourage teacher innovation, creativity, and professional growth by offering opportunities for collaboration, mentorship, and leadership development. Empowered teachers are more likely to take risks, try new instructional strategies, and adapt their teaching practices to meet the diverse needs of students.

Implement Student-Centered Learning Approaches. Student-centered learning approaches prioritize the needs, interests, and abilities of individual students. By incorporating project-based learning, cooperative activities, and differentiated instruction, teachers can create engaging and personalized learning experiences for students. Student-centered approaches promote active participation, critical thinking, and deeper understanding of concepts, leading to improved academic performance and student motivation.

Foster Leadership Opportunities for Students. Providing students with leadership opportunities helps them develop essential skills such as communication, teamwork, problem-solving, and decision-making. School leaders can create student leadership programs, clubs, and initiatives that allow students to take on responsibilities, lead projects, and contribute to the school community. Student leadership experiences build confidence, resilience, and a sense of civic responsibility, preparing students for future leadership roles.

Continuous Evaluation and Improvement. Regular evaluation of leadership and management practices is essential for identifying strengths, weaknesses, and areas for growth. School leaders should collect feedback from stakeholders, conduct assessments, and review data to assess the effectiveness of current strategies. Based on the evaluation results, leaders can make adjustments, implement changes, and introduce new initiatives to enhance the overall quality of education in Philippine elementary classrooms.

By implementing these strategies and fostering a culture of continuous improvement, school leaders can create a supportive and enriching learning environment that promotes student success, empowers teachers, and strengthens the entire school community.

In conclusion, effective leadership and management are essential for creating a thriving learning environment in Philippine elementary classrooms. By establishing clear goals and vision, empowering teachers, promoting student-centered learning, fostering a positive school culture, implementing data-driven decision-making, and strengthening parent and community engagement, school leaders can create a holistic educational ecosystem that nurtures the intellectual, social, emotional, and physical development of students. Through collaborative efforts and innovative practices, leadership and management can work synergistically to inspire a love for learning, cultivate critical thinking skills, and prepare students for a successful future in an ever-changing world.

DOI 10.5281/zenodo.12561513 

The intense heat is a frequent difficulty for both students and teachers in our country. The hot temperatures, particularly in the summer months, make it challenging to learn in the classroom. The heat doesn't only cause discomfort for students; it greatly affects their capacity to concentrate, comprehend, and remember information.
        When the classroom is as hot as an oven, students find it difficult to focus. The brain finds it challenging to operate effectively in high temperatures, leading to difficulty in focusing on lessons. Instead of paying attention to the teacher, students tend to be distracted by the heat, often trying to cool off by fanning themselves or wiping away sweat. This ongoing discomfort drains their mental energy that could have been utilized for learning and grasping new ideas.
        The students' physical well-being is also impacted by the heat. Dehydration increases the likelihood of fatigue setting in sooner. If students are not comfortable physically, they are less likely to engage actively in class discussions or activities. They could also feel drowsy or lethargic, which can make it difficult to follow along with the instruction. This indicates that even the most engaging topics can become boring and difficult to understand in extreme heat.

         Furthermore, the situation is made worse by the inadequate ventilation in numerous classrooms. Lack of sufficient fans or air conditioning causes the air to become stale and motionless. This not only increases the temperature in the room but also makes it more difficult to inhale. A poorly ventilated room may lead to headaches and drowsiness, reducing students' capacity to learn effectively.
        Teachers are also affected by the heat. If teachers feel uneasy, it may impact the quality of their teaching. They could hurry through lessons to finish quickly, or they may not be as engaging or enthusiastic as possible. This impacts the learning experience in general, as students notice their teacher's unease and lack of involvement.
        To address these problems, schools must implement measures to establish a more conducive learning atmosphere. This might involve adding additional fans, making sure that classrooms have good ventilation, or potentially changing school schedules to avoid the hottest part of the day. Basic actions such as these can have a significant impact on maintaining students' concentration and drive.
        To sum up, the high temperatures in the Philippines present a major obstacle to student education. Schools and authorities must acknowledge this problem and take steps to guarantee that learning environments stay conducive even in the warmest months. By tackling the influence of heat on learning, we can support students in reaching their maximum capabilities despite the hurdles posed by the climate.

DOI 10.5281/zenodo.12590393 

In the classroom’s gentle light,

A teacher stands, ready to ignite.

With patience strong and heart so kind,

She guides young minds, each one a find.

In rows they sit, their eyes so bright,

Eager to learn, to grasp the light.

But some may struggle, some may fear,

The lessons are new, not always clear.

She sees their doubts, their silent cries,

Behind each smile, were the lows and highs.

With words so soft, she gently cheers,

Wiping away the anxious tears.

For some, the numbers swirl and dance,

A tricky maze, a puzzling trance.

But with her help, they find their way,

Numbers align, and fears melt away.

Others stumble on the words they read,

Each letter was strange, a tangled thread.

With patient steps, she leads them through,

Pages unfold, the stories true.

In every heart, a dream takes flight,

A spark ignites, a shining light.

She nurtures dreams, she plants the seeds,

In every child, the future breeds.

Though days may bring both joy and strife,

She shapes young hearts; she molds their life.

With love and care, she helps them grow,

In her embrace, their talents flow.

So here’s to teachers, wise and kind,

Who fills our world with hearts refined.

Their struggles are known, their efforts vast,

Guiding young minds, from first to last.

DOI 10.5281/zenodo.12590458 

A month of peace, a month of rest,

A teacher's time to feel their best.

No lessons plan, no papers to grade,

Just sunny days in the cool shade.

A break from chalk, from books, and boards,

Time to explore and forge new chords.

With family close and friends so near,

A time to laugh, a time to cheer.

The ocean waves, the mountains high,

New places seen with a joyful sigh.

Hobbies picked up, dreams pursued,

In this special time, spirits renewed.

Children's laughter, stories shared,

Moments of love, a heart prepared.

For when they return to the school once more,

They’ll be ready to teach, inspire, and soar.

So, here’s to the break, so well deserved,

For the teachers who give and never swerve.

A 30-day rest, a gift so sweet,

A time to make their own hearts beat.

DOI 10.5281/zenodo.12590485 

Teachers are finally getting a much-needed break with a 30-day uninterrupted vacation as mandated by the Department of Education for all public teachers in the country.  This time off is a chance for them to rest, relax, and spend quality time with their families. Teaching is a demanding job, and teachers often work long hours, even outside the classroom. They prepare lessons, grade papers, and attend meetings, leaving them with little time for themselves. This vacation is a reward for their hard work and dedication throughout the school year.

During these 30 days, teachers can pursue hobbies, travel, or simply relax at home. Some may choose to visit beautiful beaches or explore the country's rich cultural heritage. Others might spend time catching up on reading or learning new skills. This break also allows teachers to focus on their well-being. They can exercise, eat healthy foods, and get enough sleep, which is often neglected during the busy school year. Mental health is just as important, and this vacation provides an opportunity to unwind and de-stress. Teachers can also use this time to reflect on their teaching methods and plan for the upcoming school year. They can think about what worked well and what could be improved, ensuring they return to the classroom with fresh ideas and renewed energy.

This 30-day vacation is not just beneficial for teachers but also for their students. Well-rested and motivated teachers can provide better education and create a positive learning environment. When teachers are happy and healthy, it reflects in their teaching, and students benefit from it. The uninterrupted nature of this vacation is crucial. It means teachers do not have to worry about school-related tasks during this period. They can fully immerse themselves in their break without the stress of pending work. This uninterrupted time off helps them return to work feeling truly refreshed.

In conclusion, the 30-day uninterrupted vacation for teachers is a well-deserved break that allows them to rest, recharge, and focus on their well-being. It provides an opportunity to pursue personal interests, spend time with loved ones, and reflect on their teaching practices. This break not only benefits teachers but also enhances the quality of education for students. A rested and motivated teacher can create a positive and effective learning environment. This vacation is a recognition of the hard work and dedication of teachers and is essential for their overall well-being and professional growth.

DOI 10.5281/zenodo.12590672 

In classrooms bright, the sun does blaze,

Its fiery touch, a burning haze.

The heat seeps in, both slow and fast,

And learning seems like a distant past.

The students sit, their faces flush,

The heat makes thoughts a weary hush.

With sweat on brows and sleepy eyes,

The eager minds can’t reach the skies.

The books lie open, words do blur,

The voices drone, like distant purr.

The fans spin slow, the air stands still,

A heavy warmth, a stubborn will.

The heat distracts, the minds drift far,

To thoughts of ice and cool, cool jars.

The lessons fade, the focus breaks,

The bright ideas, the heat just takes.

Outside, the shade calls out their names,

The cooling trees, the gentle frames.

But in the room, the sun’s embrace,

It steals the joy; it takes the grace.

The teachers speak, their voices clear,

But through the heat, they disappear.

The children long for breeze and shade,

A cooling touch, a gentle trade.

For when the heat is high and strong,

The hours in class feel twice as long.

The learning slows, the minds retreat,

The battle lost to summer’s heat.

So as the sun pours down its light,

In midday’s heat, so hot and bright,

The students yearn for cooler days,

When learning flows in breezy ways.

DOI 10.5281/zenodo.12590760 

In a cozy corner, books in a pile,

A teacher’s smile, full of style.

Little ones gather, eager and bright,

Ready to learn, in the morning’s light.

She opens a book, pages unfold,

Stories of heroes, brave and bold.

Words come alive, letters like friends,

In tales that twist, and turn, and bend.

She points to words, and letters so neat,

The sounds they make, are so sweet and fleet.

With a patient voice, she sounds them out,

Her love for reading, is beyond any doubt.

They trace each letter, write their name,

Learning letters, a joyful game.

The alphabet dance, a magical show,

In every child’s heart, love does grow.

Through ups and downs, they journey on,

From simple words to tales of the dawn.

They read aloud, their voices clear,

Each word is a gem, each line so dear.

In her hands, books become a key,

To worlds unknown, for all to see.

Imagination soars, minds ignite,

In the world of reading, pure delight.

In her care, they learn to read,

A skill to cherish, a skill they need.

With books in hand, they take their flight,

In stories old and stories bright.

Oh, the magic she weaves, through every page,

In the hearts of children, at every stage.

With books and dreams, she makes a start,

Guiding them with love, in reading’s art.

DOI 10.5281/zenodo.12590992 

In the academic sphere, knowledge is sought after and shared, the teacher’s pen being a powerful instrument in it by connecting theory and practice as well as leading future generations inquiry. As an educator myself I have witnessed firsthand the transformative influence of this unpretentious device not only in my personal scholarly pursuits but also on my learners’ lives.

The educator’s pen does not just mark papers or scribble notes but represents authority, expertise and serves as a channel through which ideas are transmitted and knowledge is disseminated. This is what makes it an empowerment tool that gives teachers power to shape their students intellectually and inspire them to think critically and creatively. One of such most profound ways with which the educator’s pen shows it effect is through research. Academe cannot survive without research, which drives new ideas across all fields of study. In this regard, educators have a crucial task that involves conducting researches along with guiding and monitoring their students in theirs. Research is the lifeblood of academe, driving innovation and development in any field of study. Educators are integral to this process; they conduct their own research while at the same time guiding students on how to go about doing research. 

I do remember a certain day when a student came to me with a research proposal that seemed very ambitious and intimidating at first sight. My pen did the job, and we could restate the research questions, make method, and outlining an action plan. As the student went deeper into research process, my pen stayed with him all along – correcting errors, giving opinions and providing suggestions as well as giving motivation and words of encouragement.

Invariably full of challenges and disappointments however, an educator’s pen will be there for them as their guiding light even in most hard times. It is a symbolic of resilience and determination; which means that researchers should know that every hindrance is a chance from where they can learn or develop their abilities. Reminding them every that every obstacle being step forward towards self-improvement and education.

The true worth of the teacher’s writing tool comes not from what it leaves on paper but how it reaches deep inside those affected by it. It symbolizes commitment, passion and never – ending quest for knowledge. As educators we have this pen not as a tool of authority but rather as a lighthouse of inspiration shinning ahead to guide future scholars and researchers.

DOI 10.5281/zenodo.12597832