Abstract

Although the PDCA cycle model is well-established in improving engineering quality, its application in education is still in the exploratory stage and not yet fully mature. This study utilizes PDCA as a reference to systematically analyze the talent cultivation plan, syllabi, and teaching resources in the Audio Engineering program at Guilin Tourism University. aiming to enhance teaching quality and improve students’ comprehensive capabilities.

The study identifies several key problems, such as unclear talent cultivation objectives, insufficient teaching resources, misalignment between course offerings and industry demands, and inadequacies in practical training. In-depth interviews and surveys with 4 school leaders, 8 faculty members, 215 undergraduate students, 26 alumni, and 12 employers reveal prominent problems: 1) Shortage of both quantity and quality of faculty in the audio engineering program; 2) Insufficient laboratory and practice facilities; 3) Difficulties in understanding theoretical knowledge; 4) Insufficient practical operation opportunities.

Based on these findings, The study proposed targeted action plans for school leaders, faculty members, students and alumni. This study emphasizes prioritizing the renewal of outdated equipment, strengthening cooperation with enterprises, and promoting curriculum updating and practical opportunities. By applying the PDCA cycle, educational managers can regularly assess and optimize these aspects to promote the sustainable development of the program and ensure continuous improvement in teaching quality and learning outcomes.

Keyword: PDCA Cycle Model; Educational Management; Teaching Quality Enhancement; Audio Engineering program

DOI 10.5281/zenodo.13910553 

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Introduction

"Teachers play a vital role in shaping humanity, serving as the foundation of education and civilization. The progress of any nation relies on their dedicated involvement."- John Adams

The teacher serves as a representative of society, instilling moral principles in students. In the development of a nation, significant emphasis must be placed on both education and moral values, with the teacher being uniquely positioned to contribute to this process. Without teachers, both knowledge and morality would face decline.

The role of a teacher is many-sided, including academic, pedagogical, and social responsibilities. Academically, teachers are responsible for instruction, counseling, and supervision. Pedagogically, they take on tasks related to instruction, evaluation, and facilitating the learning process. As facilitators of learning, teachers motivate students, maintain discipline within the classroom and school, and create an environment conducive to learning.

The social responsibilities of teachers extend beyond the classroom. They help students adapt to societal norms and expectations, acting as guides in their socialization. Additionally, teachers often fulfill other roles, such as serving as role models, mentors, confidants, and sometimes even parental figures, providing emotional support and care to their students (Sethi, 2009).

The primary responsibility of a teacher is to educate students, providing instruction that equips them for higher education and future employment (Rachel Morgan). Teachers are expected to not only convey subject knowledge but also adapt their teaching methods to meet the diverse needs of their students. Effective teaching goes beyond the mere transmission of information; it involves engaging students in a way that fosters understanding and retention.

Teachers play a pivotal role in shaping a nation's future, and as such, governments prioritize improving their working conditions. Safeguarding that teachers are well-supported helps retain dedicated educators who are crucial for the delivery of quality education. Various laws and provisions have been enacted to ensure that teachers are provided with a standard of living that reflects their importance to society.

Beyond their educational duties, teachers often contribute to civic activities that benefit the community and the nation. For instance, teachers frequently serve as members of the Board of Election Inspectors during elections and assist the National Statistics Office in gathering household data. These non-teaching responsibilities, while significant, are often performed outside of official working hours without adequate compensation.

In the Department of Education (DepEd), many teachers express concerns about excessive non-instructional duties that burden them, as well-known in the Magna Carta for Teachers. Despite these extra responsibilities, the compensation they receive does not always reflect the effort and time they invest in their work. This discrepancy between workload and salary has been a recurring issue, affecting teachers' well-being and job satisfaction.

In this situation, Republic Act No. 4670, or the Magna Carta for Public School Teachers, aims to enhance the social and economic status of teachers by improving their living and working conditions, employment terms, and career prospects. This Act seeks to attract and retain qualified educators, recognizing that quality education and national economic development depend on their capabilities. The researcher aims to examine the implementation of this law, teachers' awareness of its provisions, and their satisfaction with the benefits it offers. Understanding these factors is essential for assessing the law's effectiveness in improving the teaching profession and contributing to national progress through education

DOI 10.5281/zenodo.13910600 

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Introduction

In academic research, a well-structured manuscript is essential for effective communication of ideas and findings. However, many researchers face challenges in maintaining coherence and flow across different sections of their papers, leading to fragmented narratives. To address this issue, we propose the concept of "Parallelism in Research." This approach emphasizes the alignment of all key components of a research manuscript based on the sequence of research questions. By ensuring that each section corresponds directly to its related research question, this method promotes a logical progression throughout the paper. The result is a streamlined writing process for researchers and a more accessible and organized manuscript for readers and evaluators, ultimately enhancing the clarity and impact of the research.

The Core of Parallelism in Research

Parallelism in research centers on the idea that each section of a research manuscript should mirror the order and content of the research questions. For instance, if there are three research questions, the corresponding parts of the manuscript—such as the literature review, data analysis, results, discussions, conclusions, and recommendations—should be organized to answer these questions in a one-to-one manner. This means:

• Introduction: The background should introduce the broad themes of the research in line with the order of research questions.

• Statement of the Problem/Research Questions: Clearly list research questions in a numbered format.

• Literature Review: Organize the literature around each research question, addressing related studies and theories in a manner that directly corresponds to the research questions.

• Data Analysis: Analyze data in a manner that addresses each research question in the order presented.

• Results and Discussions: Present results for the first research question in the first section, followed by the second, and so on.

• Conclusions: Each conclusion should correspond directly to a research question.

• Recommendations: Provide actionable recommendations based on each conclusion in the same sequence.

Benefits for Researchers

Parallelism makes it easier for researchers to write manuscripts by providing a clear roadmap. Writers can focus on completing sections systematically, one research question at a time. This reduces the risk of overlapping content or leaving gaps, as each part of the manuscript is clearly linked to a specific research question.

Advantages for Evaluators/Readers

For evaluators and readers, Parallelism offers a straightforward method to track the research narrative. It simplifies the review process as the structure is intuitive, with every result and discussion point directly answering a research question. This method also ensures that no part of the research is neglected, as each question is given full attention.

Conclusion

Parallelism in Research is an innovative approach that brings structure, clarity, and efficiency to the research writing process. By aligning all sections of a manuscript with the research questions, researchers can more easily organize their work, while readers and evaluators benefit from a clearer, more logical presentation of the research findings. This theory has the potential to revolutionize the way academic research is written, offering a practical solution to common challenges in the research process.

DOI 10.5281/zenodo.13911617 

In the Philippines, being a teacher is more typically viewed as a vocation than a job. Filipino educators are revered as community leaders who shape the minds and bodies of the next generation of citizens. But, concealed beneath the admirable façade of education are some unseen struggles that teachers deal with daily. These difficulties impact their emotional and professional well-being and extend beyond the classroom. Many Filipino teachers face ongoing challenges that put their love for teaching in jeopardy, including low pay, huge class numbers, limited resources, and mental stress.

The low pay of Filipino teachers is one of their biggest problems. Many educators receive pay that is insufficient to cover their basic living needs, even though they play a crucial role in determining the direction of the country. The Alliance of Concerned Teachers (ACT) claims that the average pay for public school teachers in the Philippines is far less than what is required to support a family. To make ends meet, a lot of teachers are compelled to take on second jobs or borrow money. Their capacity to completely concentrate on their teaching duties is also impacted by this financial strain, which has an impact on their well-being.

Overcrowding in classrooms, especially in public institutions, is a serious issue. The recommended teacher-to-student ratio is substantially exceeded by most Filipino teachers, who oversee classrooms with more than 50 students. It is practically hard to provide each student with individualized attention in this situation, especially if they might require extra support.  

The shortage of teaching resources is another issue that Filipino educators face, one that is made worse by the nation's constrained funding for education frequently find themselves having to stretch their already meager income further by buying supplies for their classrooms with their own money. As a result of having to go above and beyond what is reasonable to fulfill their professional responsibilities, many instructors feel as though the educational system is not supporting them.

Filipino teachers frequently face emotional and mental health problems in addition to financial and practical difficulties. Burnout and mental health issues can result from the combination of high workloads, long hours, and emotional stress. Sadly, the Philippine school system provides little assistance for teachers' mental health, forcing many of them to manage alone. Many Filipino teachers report high levels of stress and weariness, which has an adverse influence on their general effectiveness and job satisfaction, according to a study by Magtibay-Ramos et al. (2020).

Despite these difficulties, a great deal of Filipino educators continue to be devoted to their work because they have a strong desire to improve the lives of their pupils and a strong enthusiasm for teaching. It is evident, nevertheless, that more work must be done to assist these educators. It would be very beneficial to address the problems of poor pay, packed classrooms, inadequate resources, and mental health support to lessen the invisible struggles that Filipino teachers encounter.

DOI 10.5281/zenodo.13912041 

Education has always been a key tool for influencing the future in the Philippines, but both teachers and students face challenges on the path to knowledge. Filipino educators have faced numerous challenges, ranging from resource shortages and economic difficulties to natural calamities and pandemics. Despite these obstacles, tales of bravery, flexibility, and dedication come from classrooms throughout the nation, demonstrating the tenacity of teachers who carry on offering high-quality instruction even under trying circumstances.

Natural disasters are one of the biggest obstacles the Philippine school system must overcome. Because of the nation's propensity for typhoons, earthquakes, and volcanic eruptions, many schools frequently close or sustain damage. Following calamities, educators frequently have to adjust rapidly, turning destroyed classrooms into temporary classrooms or using other teaching strategies like home visits or outdoor sessions. For example, many schools were devastated during Typhoon Yolanda (2013), which had a devastating impact on the Visayas region. However, instructors persevered in rebuilding makeshift classrooms, delivering instruction despite the scarcity of resources and necessities (Valenzuela, 2014). This kind of dedication demonstrates the perseverance of Filipino educators, who understand that education is a ray of hope.

An already troubled educational system gained additional difficulty as a result of the COVID-19 pandemic. Teachers and students encountered technological challenges with the abrupt change to remote learning because many homes lacked the devices or internet access required to take part in online courses. Only about 60% of students had access to any kind of remote learning throughout the pandemic, according to a Department of Education (DepEd) survey (DepEd, 2021). Teachers had to quickly adjust to the new modality because many of them were not accustomed to online learning environments. Despite these technological obstacles, educators have shown exceptional flexibility.

Apart from these significant disturbances, financial difficulties continue to be a recurring obstacle for educators and learners alike. Due to their poor incomes, many kids struggle to purchase essential school supplies, and teachers—who also sometimes have little pay—find themselves in a difficult financial situation. However, despite these monetary difficulties, educators remain dedicated to their work. Many go above and beyond to provide financial support to kids, paying for those who cannot afford education or buying supplies for the classroom out of their own pockets. This degree of selflessness demonstrates the great dedication Filipino educators have for their pupils and communities.

The accounts of resilience, flexibility, and devotion from Filipino teachers during difficult times demonstrate their unwavering devotion to the advancement of education. Filipino instructors constantly rise to the challenge, whether it is overcoming financial issues, rebuilding after a storm, or adjusting to the realities of remote learning. These inspirational tales demonstrate how education in the Philippines can still be a driving force for growth and hope despite adversity.

DOI 10.5281/zenodo.13912069 

In recognizing that education is a fundamental right for all people, regardless of their backgrounds or abilities, the Philippines has made significant progress toward establishing an inclusive education system. Inclusive education aims to provide equitable access to high-quality education for all students, especially those with special needs and disabilities. This essay reviews the advancements made in the Philippine inclusive education system and highlights the unresolved issues that continue to cast doubt on its efficacy.

The Philippine government has launched some programs and policies in the last ten years to advance inclusive education. To support various learners, schools can modify their curricula and teaching strategies by using the "Policy Guidelines on the Implementation of Inclusive Education for Children and Youth with Special Educational Needs," which the Department of Education (DepEd) introduced in 2013. Furthermore, the Philippine Education Sector Plan places a strong emphasis on inclusive practices to guarantee that all students can participate in class together.

Non-governmental groups and local government entities have been instrumental in promoting inclusive education. To provide instructors with the skills and information they need to meet the varied needs of their pupils, training programs have been established. To serve children with disabilities, schools are starting to implement inclusive practices including tailored education plans and assistive technology. As a result, there is a decrease in stigma and an increase in the number of special needs students being incorporated into regular schools.

There are still a lot of obstacles in the way of creating an inclusive education system, even with recent advances. The dearth of proper facilities and resources in many schools is a big worry. Even though many metropolitan regions have seen gains, many rural schools continue to lack the resources, staff, and facilities needed to adequately educate students with disabilities. This discrepancy undermines the inclusion ideals by creating a divide in the quality of education given to various student groups.

Furthermore, barriers still arise from cultural views toward people with impairments. Higher rates of exclusion can result from discrimination and stigma, which can deter parents from enrolling their children with special needs in normal schools. To change attitudes and promote a more inclusive culture, awareness campaigns, and community involvement initiatives are crucial.

The requirement for continuous professional development for educators remains an unresolved issue. A lot of educators say they feel unprepared to deal with the variety of requirements of their pupils, which can affect their self-assurance and productivity in the classroom. Educators must have ongoing training and assistance to guarantee the successful implementation of inclusive practices.

Even though the Philippines has made great strides in creating an inclusive educational system, many issues still need to be addressed. To establish an environment where every learner has the chance to thrive, government agencies, schools, families, and communities must work together to address these issues. The Philippines can get one step closer to having an inclusive education system that helps all students by keeping up its investments in training, resources, and awareness.

DOI 10.5281/zenodo.13912086 

As expectations on both teachers and students have increased, mental health and well-being have become increasingly important aspects of education in the Philippines in recent years. The COVID-19 pandemic's impacts and the pressures placed on students to excel academically have brought attention to the need for efficient mental health services in Filipino schools. Meeting these needs is crucial for improving learning outcomes as well as creating a more wholesome and encouraging learning environment.

In the Philippines, teachers sometimes face elevated stress levels as a result of a variety of circumstances, such as demanding workloads, administrative duties, and the emotional demands of their professions. According to a 2021 survey, more than 60% of educators said they were burned out or anxious, which can hurt their well-being and effectiveness. It's critical to acknowledge the mental health issues that educators confront to foster a positive learning environment. Prioritizing mental health programs that provide training on stress management, peer support networks, and counseling services can help teachers manage their workloads and preserve their well-being.

Students in Filipino schools are dealing with serious mental health problems at the same time. Anxiety, sadness, and other mental health illnesses can result from family dynamics, social expectations, and academic achievement pressures. According to research, one in five Filipino students suffers from mental health issues, which are frequently made worse by the stigma associated with mental illness. Schools must put in place thorough mental health programs that raise awareness and offer kids support services to address these problems. Destigmatizing mental health disorders and providing students with coping mechanisms are two benefits of integrating mental health education into the curriculum.

Meeting the needs of educators and students requires cooperation between parents, educators, and mental health specialists. Families can have conversations about mental health through conferences and seminars that schools might host, encouraging a well-rounded approach to well-being. Schools may build a community of support that reaches beyond the classroom by fostering an open discussion about mental health and encouraging both teachers and students to get help when they need it.

In addition, including mental health services in the current educational framework can improve accessibility and foster a culture of well-being. Educating educators on the warning indicators of mental health problems and providing them with resources to help their pupils can have a big impact on early intervention and prevention. In order to guarantee that instructors and children have access to the services they require, schools might also form alliances with neighborhood mental health organizations.

It is critical to nurture a pleasant learning environment in Filipino schools by attending to the mental health and well-being of both instructors and children. Filipino schools may foster a supportive environment that is responsive to the varied needs of their communities by giving mental health initiatives top priority, encouraging collaboration among stakeholders, and incorporating resources into school structures. A crucial first step in improving the general educational experience and well-being of educators and students alike will be to give mental health more priority as the nation develops.

DOI 10.5281/zenodo.13912103 

Technology has been progressively changing educational systems all around the world in recent years, and this is also the case in the Philippines. Technology integration into education can improve education and make it more accessible to all by addressing several issues that Filipino educators and students confront. Technology has improved education in the Philippines with an emphasis on collaboration and communication, improved teaching techniques, and easier access to learning resources.

Greater accessibility to educational resources is one of technology's most important contributions to Philippine education. Thanks to the development of the internet and mobile devices, students who were previously unable to access a variety of information and educational materials can now do so. Free tutorials and courses covering a range of topics and skill levels are available on websites and platforms like Coursera and Khan Academy.

Technology has also made it possible for teachers to implement cutting-edge teaching strategies that accommodate various learning preferences. Teachers may design dynamic and interesting classes with the use of interactive resources like smart boards, educational applications, and virtual simulations. For instance, during the COVID-19 pandemic, several schools resorted to online learning tools, such as Google Classroom and Zoom, allowing teachers to continue giving classes remotely. This change preserved educational continuity while also pushing teachers to become digitally literate and integrate technology into their lessons, which improved student learning in the process.

Technology has not only made resources and instructional strategies more accessible, but it has also encouraged cooperation and communication between parents, teachers, and students. Regardless of where they are in the world, students may collaborate, exchange ideas, and learn from one another through online discussion boards, forums, and cooperative projects. Students' social skills are improved, and a sense of community is fostered through this collaborative approach to learning, both of which are critical for their overall development.

Technology has also made it easier for parents and teachers to communicate, providing timely progress reports and encouraging a more engaged approach to education. Parental applications that monitor grades, assignments, and attendance allow parents to keep tabs on their kids' academic progress and have fruitful conversations with teachers. In the end, improved student outcomes and a more encouraging learning environment result from this collaboration between parents and educators. Even with all of the advantages that technology offers Philippine education, there are still issues. The digital divide, poor infrastructure, and restricted internet connection in rural regions are some of the problems that can prevent technology from being fully utilized in education.

Technology has greatly improved education in the Philippines by making learning resources more accessible, encouraging creative teaching approaches, and encouraging cooperation among stakeholders. In order to guarantee that every student can take advantage of the potential presented by technology, it is crucial to address the current issues as the nation embraces technological progress. By doing this, the Philippines may develop an educational system that is more effective and equitable while preparing students for the challenges of the twenty-first century.

DOI 10.5281/zenodo.13912177 

Students are under a lot of pressure to perform well in the highly competitive academic environment of today. The hidden cost of this strain on students' mental health is often disregarded, even while achieving academic success and getting high grades are praised. Students' mental health may suffer as a result of academic stress that is driven by expectations from parents, instructors, and society at large. A balanced approach to education is necessary, as evidenced by the sources of academic stress and its effects on students' mental health.

The intense pressure students face to do well on tests and keep high grades is one of the main causes of academic stress. Many students learn early on that their academic accomplishments will determine how successful they are in the future. Students who are under pressure to do well frequently develop a fear of failing because they worry about their scores and are often comparing themselves to their classmates. In addition to undermining students' self-esteem, this comparison culture promotes the idea that scholastic achievement determines one's value.

Students' stress levels are also influenced by the rigors of schooling, extracurricular activities, and the pressure to fulfill deadlines. Assignments, projects, and tests can cause students to feel overburdened, leaving little time for leisure or extracurricular activities. They thereby endure ongoing stress, which raises the possibility of burnout. Students who experience burnout find it difficult to maintain motivation or enjoy learning. Burnout manifests as physical, emotional, and cerebral tiredness.

Stress related to school has serious negative effects on students' mental health. Long-term stress exposure has been linked to a few mental health problems, including anxiety, sadness, and sleep disturbances, according to research. Students who face high levels of academic stress are more likely to express symptoms of anxiety and despair, according to a National Institutes of Health study. These mental health problems can have a detrimental impact on students' general well-being in addition to their academic achievement.

Furthermore, students may experience an imbalance in their lives because of academic stress. Many students sacrifice vital facets of their personal lives, such as socializing, engaging in hobbies, and preserving physical health, in their pursuit of academic achievement. Students who experience this imbalance may feel more alone and be more susceptible to mental health issues.

A change in the way education is approached is necessary to address the unknowable cost of academic stress on mental health. Families and educational institutions need to understand the equal importance of mental health and academic success. A supportive environment for students can be established by putting mental health programs into place, providing counseling services, and promoting candid conversations about stress. Promoting a growth mentality, in which effort and advancement are prioritized over perfection, can also aid in reducing performance anxiety. Academic achievement and mental health must be prioritized to develop well-rounded, healthy persons. A well-rounded education can help pupils succeed intellectually and psychologically, setting them up for success in the classroom and beyond.

DOI 10.5281/zenodo.13912195 

Effective leadership is critical to improving teacher effectiveness and, by extension, student outcomes in the dynamic field of education. In educational contexts, leadership involves more than just having power; it also includes providing direction, encouragement, and support. School administrators may foster a culture of cooperation and ongoing development by supporting teachers, which will eventually pave the way for a more productive learning environment.

Professional development is one of the main ways that leadership support increases teachers' performance. Proficient leaders understand the value of making growth investments in their teachers. School administrators provide educators with access to workshops, seminars, and training programs that equip them with the most recent pedagogical approaches and teaching methodologies. By customizing their teachings to each student's unique needs, for example, teachers trained in differentiated instruction can improve student engagement and learning outcomes. In addition to enhancing instructional strategies, this investment in professional development helps educators feel competent and confident.

Collaborative environments fostered by supportive leadership inspire instructors to exchange resources and ideas. School administrators who encourage collaboration and teamwork among teachers facilitate the sharing of creative approaches, best practices, and workable answers to shared problems. Peer observations and cooperative planning sessions can result in shared learning experiences that improve the efficacy of instruction. Teachers are more willing to try out novel ideas and take chances in their teaching when they sense the support of their leaders and peers, which eventually benefits the students.

A key component of good leadership is both praise and constructive criticism. When school administrators take the time to see how classes are run and provide detailed, useful feedback, instructors are better equipped to pinpoint areas for growth and recognize their accomplishments. Acknowledging teachers' contributions improves morale and creates a healthy school climate, which increases job satisfaction and retention. Teachers are more inclined to enhance their methods and make investments in the achievement of their pupils when they are recognized and appreciated for their accomplishments.

Helping with leadership goes beyond collaboration and professional development; it also entails fostering a welcoming atmosphere where teachers' welfare is given top priority. Education leaders who place a high priority on mental health and work-life balance enhance the atmosphere in their schools. Teachers are more likely to stick with their jobs and continue to be productive when they perceive that their bosses are concerned about their welfare. Programs like wellness, flexible schedule, and an open-door policy to address problems can improve teachers' general well-being and productivity.

Enhancing teachers' efficacy in the classroom requires support with leadership. School administrators establish a strong example for educators by supporting professional development, encouraging teamwork, giving constructive criticism, and placing a high priority on the well-being of their instructors. Not only does this encouraging atmosphere boost instructional strategies, but it also improves student performance. Prioritizing strong leadership will be crucial for developing a vibrant, productive teaching community that eventually helps all students as the educational landscape changes.

DOI 10.5281/zenodo.13912211 

To address issues in the education system and change it into one that promotes resilience, quality, and inclusivity, the Philippine Department of Education (DepEd) started the MATATAG initiative. The acronym MATATAG, which stands for "Makatuwid, Tatag, Tapat, at Galing" (Transparency, Integrity, Resilience, and Excellence), seeks to fortify the nation's educational foundation and guarantee that students obtain the assistance and materials they require to thrive. This essay examines how the MATATAG program is being used to alter education in the Philippines and the essential elements that make it a catalyst for transformation.

One of the major aims of the MATATAG program is to bridge the learning gaps that have worsened owing to the COVID-19 epidemic. During the pandemic, the shift to online and blended learning brought attention to disparities in educational access, especially for underprivileged and rural populations. By enhancing access to resources and technology, MATATAG aims to close this gap and guarantee that all students, regardless of financial status, may take advantage of high-quality education. DepEd has made it a priority to provide schools with digital tools and infrastructure in addition to providing instructors with the necessary training to adjust to new teaching methods that incorporate both in-person and remote learning.

The MATATAG initiative highlights the value of enhancing teacher development in addition to expanding access to technology. Since teachers are the foundation of any effective educational system, MATATAG understands that supporting their professional development is crucial to the achievement of all students. DepEd has launched extensive training programs in the effort to give teachers the abilities and information required for teaching in the twenty-first century. This covers instruction in differentiated learning, digital literacy, and creative teaching techniques to meet the needs of a wide range of students. MATATAG guarantees that teachers are better equipped to address the changing requirements of their pupils by supporting them.

Promoting inclusion in education is one of MATATAG's other main objectives. The program's goal is to make learning more accessible for children with special needs, as well as underprivileged and indigenous kids. To guarantee that every student can succeed, MATATAG encourages schools to adopt inclusive practices including individualized education plans (IEPs) and adaptable learning resources. The project also advocates for the inclusion of mental health and well-being programs, acknowledging the value of an all-encompassing approach to education that places equal emphasis on academic success and emotional and psychological assistance.

DepEd has implemented systems to track and assess the success of educational initiatives, guaranteeing that educational institutions are held responsible for delivering high-quality instruction. The initiative fosters a collaborative approach to improving the education system by establishing trust between educators, students, and parents through the promotion of transparency. A comprehensive strategy for improving education in the Philippines is represented by MATATAG. As MATATAG is put into practice, it has the potential to have a long-lasting effect on the lives of Filipino teachers and students, assisting the nation in developing a more robust and successful educational system for coming generations.

DOI 10.5281/zenodo.13912216 

Technology doesn’t always have to mean computers and gadgets. In my classroom, we rely on simpler tools like blackboard, printed materials, and sometimes a projector that I use for demonstrations. While we don’t have personal devices for students, technology can still play a role in enhancing lessons—just in a more traditional sense.

For example, I often use printed visuals and diagrams during my lessons. I’ve noticed that some students grasp concepts more quickly when they can see an image or chart rather than just hearing an explanation. Last year, while teaching a lesson on geography, I used large printed maps and marked locations to visually show students the terrain we were discussing. That sparked a lot more questions and engagement than a textbook alone ever could.

When it comes to assignments, I often use simple, low-tech approaches like collaborative group work and hands-on activities to encourage participation and creativity. A few months ago, we did a group poster activity where students drew out their ideas for solving local environmental problems. The conversations that stemmed from it were thoughtful and lively, with students building on each other’s suggestions.

At the end of the day, technology isn’t just about having the latest tools—it’s about making the best use of what you have to enrich learning. Even with minimal tech, we can create engaging, dynamic lessons that inspire students to think more deeply.

DOI 10.5281/zenodo.13917339 

Sometimes, teaching is about more than just the lesson plan. I learned this when I had a student who seemed distracted and disengaged. After class one day, they confided that they were feeling overwhelmed by things going on at home. That conversation was a turning point for me—I realized that emotional well-being is just as important as academics.

Now, I make it a point to incorporate social-emotional learning (SEL) into my teaching. We start each morning with a quick check-in. I’ll ask, “How’s everyone feeling today?” and allow students a few minutes to share their thoughts. It’s amazing how much this small routine helps create a supportive atmosphere. One student, who was usually very quiet, started to open up after these check-ins, saying, “It feels good to talk about how I’m feeling.”

We also take a few minutes during the day to pause and breathe, especially when I notice the class is getting stressed or restless. It doesn’t take long, but it helps students reset and refocus. Initially, some students giggled through it, but over time, it became something they appreciated—especially around exam periods.

SEL may not be a part of every lesson plan, but it’s essential for creating a classroom where students feel safe, heard, and ready to learn. When students are emotionally supported, they’re more engaged and willing to take on challenges.

DOI 10.5281/zenodo.13917345 

One of the most valuable lessons I’ve learned is that every student comes to the classroom with different needs. A few years ago, I had a student who struggled with reading comprehension. Traditional teaching methods weren’t helping, and they started to withdraw from class discussions. That’s when I knew I had to switch things up.

Instead of focusing only on reading, I incorporated more group activities and discussions where students could share ideas verbally. I also used visual aids—simple drawings and charts—to break down complex topics. Slowly but surely, I saw this student start to participate again. One day, they raised their hand to offer an idea during a group discussion, and it was a real turning point for them.

Another way we foster inclusion is by acknowledging and celebrating the diversity within our classroom. Last year, we started a project where students brought in family stories or cultural traditions to share with the class. It opened up new perspectives for everyone and made the classroom feel like a more welcoming space for all.

Inclusion is about making sure each student feels like they belong and can contribute. It’s not always easy, and sometimes I still struggle to find the right methods, but seeing students gain confidence and participate fully is always worth the effort. When we make the classroom a space where all students can succeed, we all grow together.

DOI 10.5281/zenodo.13917347 

Teaching critical thinking can be a challenge, especially when students are used to being told what to do. I once gave my class a problem-solving activity where they had to come up with solutions for a local issue—waste management. At first, there was a lot of confusion. “There’s no right answer?” they asked. Exactly! That’s where the learning starts.

The students worked in groups to brainstorm ideas. It wasn’t perfect. There were a few dead ends and moments of frustration. One group had an idea about recycling plastic, but they couldn’t figure out how to make it practical. Instead of giving up, they kept asking questions—“What if we used less plastic?” That led to a discussion on reducing waste in everyday life.

In my class, I encourage students to see mistakes as part of the learning process. We even have a “learning wall” where we post our biggest challenges and reflect on what went wrong and how we can approach it differently next time. It’s messy, and sometimes students get stuck, but when they finally figure it out, the pride they feel is palpable.

Critical thinking is more than just solving a problem—it’s about developing the skills to approach challenges from different angles. I remind my students that the process is just as important as the outcome. When they realize that, they start to embrace the challenge and think creatively about the world around them.

DOI 10.5281/zenodo.13917354 

Ten years I've stood before eager eyes,

In a public school where dreams arise.

Each lesson shaped by hands that care,

In crowded rooms, the burdens we bear.

The weight of the world in chalk and dust,

With every student, I build their trust.

Late nights, papers spread like stars,

Grading dreams, erasing scars.

At home, a different battle waits,

Two sons, a daughter, and life's weights.

My partner, brave in uniform blue,

Fights his battles, while I fight through.

Balancing worlds, I strive to be,

The teacher they need, the mother they see.

Through sleepless nights and quiet fears,

Fulfillment rises, with love and tears.

For in the struggle, joy is found,

In every "thank you," so profound.

Ten years, and still I stand tall,

For the hearts I've touched, that's worth it all.

DOI 10.5281/zenodo.13937796 

No manila paper, pictures, or videos of “Anyong Lupa”? That is not a problem; I can utilize my legs to demonstrate the various landforms. This humorous statement of one school supervisor of mine strikes my imagination as a reflection of how teachers touch and transform lives even without using any technology.

We often think that utilizing technological advancement makes teaching effective. Reducing students’ reading time through shortened stories, refraining from comprehensive lectures to prevent boredom, and exposing children to gadgets as part of gamification; George et. al., (2024) in their study entitled – the Erosion of Cognitive Skills in Technological Age, argues that as technology performs more thinking tasks for human, the ability of them to think critically, solve complex problems, and create innovations gradually decline. They further reveal that the cognitive load ability of humans has decreased over the past 10-15 years as gadgets, computers, and calculators perform mathematical procedures. Additionally, over the last 30 years, deductive reasoning, inference-making, evaluating statements, forming conclusions, and creating new ideas have declined by an average of 10-15%.  Zhai et. al., (2024), concluded that overreliance on AI technology has a negative impact on students’ evaluative, synthesis, and creative skills. They found that though the AI dialogue system has advantages, it is alarming to know that these technologies cause critical cognitive erosion due to AI hallucinations that provide misinformation, algorithm biases, plagiarism, privacy concerns, and ethical issues.

Instructional materials are a vital component of the teaching and learning process. These are the resources that teachers can use to facilitate learning for various types of students. It supports teaching effectiveness if used well.

What could be considered the best instructional materials? The answer is the teachers themselves. Multimedia enhances and intensifies the impact of teaching; however, the knowledge, wisdom, and passion of teachers cannot be replaced by any technology. A teacher’s authenticity and creativity play a crucial role in motivating every student. The ability of a teacher to touch and transform lives by building meaningful connections impacts students’ motivation, making them resilient, innovative, and purposeful.

The best instructional materials are my legs, the way I think, the quality of the information I share, the scientific teaching I innovate, and the passion that I transcend. Teachers possess a unique ability to personalize instruction, significantly enhancing student engagement and learning outcomes.

Finally, the heart and passion of a teacher are irreplaceable. While technology can enhance learning, it’s the personal connections and empathy that truly inspire students. A passionate teacher can motivate, instill confidence, and foster a love for learning in ways that no device or software can replicate. Their ability to understand students' emotions, provide encouragement, and adapt their teaching methods makes a profound difference in shaping young minds. The human touch is what creates an engaging learning environment. The teachers are the best instructional materials, the most valuable resources of learning, and the fountain of experience and wisdom that lead students to become lifelong learners.

DOI 10.5281/zenodo.13938000 

“Without creativity, there is no progress.”

-Edward De Bono

Exploration, imagination, and innovation—these three powerful elements of creation trigger the spark that ignites transformation, invention, and revolution. They emerge by breaking free from established patterns of thinking and navigating phenomena through creativity.

In the recent Programme for International Students Assessment (PISA) result, where the Philippines ranked 77 out of 81 countries around the world, it was unveiled that our 15-year-old students performed low in math, science, reading comprehension as well as financial literacy, and creativity. The creativity assessment result was separately released on June 2024, with a mean score of 14 out of a possible 60 points, students in the country scored substantially below the OECD average of 33 in creative thinking. Only 6% of students in the Philippines performed highly in innovative thinking. All 32 tasks in the test were organized into four domain contexts: written expression, visual expression, social problem-solving, and scientific problem-solving.

To alleviate the conventional way of students’ thinking, there must be an innovative way style of assessing students’ performance.

Assessment according to Shaukani, et. al., (2023) should test students from a holistic interdisciplinary perspective that “integrates body, mind, emotions, and spirit’. Moreover, Kaestle, (2013; Linn, 2013) as cited in Loeb et. al., (2019) revealed that research experts and educational practice sectors view assessment as having a detrimental impact on instruction and learning particularly when test results have significant consequences. Moreover, inappropriate assessment tools can mislead the whole institution and delude the attainment of the institution’s mission and vision. Therefore, classroom assessment practices need to be positive to better support learning. An assessment should significantly improve students’ lateral thinking (critical thinking and creative abilities).

Positive assessment is grounded on positive psychology. It focuses on the positive human experiences.

 In education, positive psychology can be in the form of assessment. Lambert (2001) created a list of various non-threatening formative assessments that can be used to gauge the performance of students in the twenty-first-century setting. Some of these are the following: the use of index cards, summaries, and questions; hand signals; one-minute essays; analogy prompts; web or concept maps; misconception checks; student conferences; three-minute pauses; observation; self-assessment; exit cards; portfolio checks; quizzes; journal entries; and choral responses. Lambert believed that stress and anxiety resulting from standardized tests can quickly cause students to lose their ability to think, which can produce false results, such as a low "grade" that suggests the student knows far less than they do.

To "broaden" means to expand imagination, while to "build" refers to establishing resiliency. Positive experiences gained from positive assessments in the classroom enhance students' cognitive and emotional capacities. This expansion fosters meaningful relationships, which lead to happiness and a sense of purpose. It encourages creativity, and growth hinges on it.

Finally, implementing positive assessments in the classroom thrusts students toward a happier and more fulfilling educational journey.

DOI 10.5281/zenodo.13938007