Abstract

Pronunciation serves as an indispensable part in English teaching and learning. The Phonetic Symbol Scale-memory Approach (PSSA) flexibly utilizes positive transfer of Chinese pinyin as well as image memorization, helping students to understand better and memorize the phonetic symbols. This study employed an experimental research design to investigate the application of the PSSA in pronunciation teaching among high school students in Baise No.3 High  school. Both a pre-test and a post-test were given to students to gather the necessary data  for  the  study.  The  tests  were  designed  to  examine  the  mastery  of  pronunciation  of  students. One hundred forty-four words were used in each test. These words were taken  from the requirements of English Curriculum Standard for High School (2022). The tests were applied as the instrument to gather data that described the accuracy of symbol recognition and words pronunciation.

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Hanggang ngayon ay nahihiwagaan pa rin ako sa katauhan ni Manuel. Bukod sa ngayong ikaapat na baitang ko lamang siya nakita, halos araw-araw rin ay may dala itong puso ng saging na madalas pinapapalit niya sa akin ng isang pirasong tinapay. 

Hindi ko malilimutan ang naging usapan namin noong araw na natapos an gaming klase sa agham.

“Manuel, saan nanggagaling ang mga puso ng saging na dala mo?”

“Iyan po’y mula pa sa aming tanim sa bundok.”

“Ibig sabihin ba nito’y kinukuha mo pa ang mga ito sa kabundukan?”

“Opo, naalala ko nga po noong huling araw, ako po ay may dalang limang puso ng saging. Labis po ang aking tuwa nang palitan ito ng ale sa bente pesos na halaga at dalawang tinapay.”

Nais kong basagin ang kasiyahan ni Manuel noong araw na iyon sapagkat para sa akin ay hindi makatuwiran ang ipinalit ng matandang babae sa mga naggagandahan at naglalakihang mga puso ng saging na dala ng bata. Gayunpaman, wala akong nagawa sapagkat kitang-kita ko ang tuwa at galak sa kaniyang mga mukha noong araw ring iyon. 

Kung kaya’t minabuti ko na lamang na kausapin ang aking mga kasamahan at ang mga magulang sa’ming paaralan.  

“Talaga po, papalitan ninyo ng bigas at tsinelas ang pusong ito.”

Labis ang kasiyahang naramdaman ni Manuel sa naging kapalit ng puso ng saging na ibinigay ng aming punong guro nang araw na iyon. Kung kaya’t masayang-masaya ito na ipinaalam sa Sitio Yanka ang pakikipagpalitan niya ng produkto sa oatag.

“Inay gusto ko rin pong gawin ang ginagawa ni Manuel. Sambit ni Joy.”

“Ako rin po.” Sambit naman ni Carlo. 

Isang araw, habang si Carlo ay naglalakad sa patag dala ang mga puso ng saging ay bigla na lamang may humintong isang pulang kotse sa tapat nito. Binuksan ang bintana at isang babae ang dumungaw, “akin na lamang ang mga pusong iyan at papalitan ko ng pera”

Labis ang nakapintang ngiti sa mga labi ni Carlo nang araw na iyon at agad-agad niyang inabot ang limang naglalakihang puso ng saging sa babae. 

Isang lumang singkuweta pesos ang iniabot ng babae sa bata.

“Maraming salamat po.”, may galak na may kahalong lungkot na tugon ni Carlo. 

Gayundin ang naging karanasan ni Joy nang palitan ng isang makisig na lalaki ang kaniyang dalang tatlong piraso ng puso ng saging ng isang tinapay lamang.

Nakarating sa kanilang baryo ang sinapit ng mga bata, gayunpaman, isa lamang ang naging tugon ng mga tao, ang salitang, “Hayaan na ninyo. Magpasalamat pa rin tayo dahil hindi tayo nauubusang ng puso ng saging sa bukid.

 Doon nga’y naiintindihan kong lubos ang bata. Marahil ay isa si Manuel sa mga hiwagang naging produkto ng puso ng saging.  Nawa’y dumating ang araw na marami pa ang maging katulad ni Manuel, handang gawin ang lahat para sa pangarap at katulad ng aming punong guro na hindi mapagsamantala sa kapwa.

DOI 10.5281/zenodo.15200985 

Introduction

According to Fälth, L., & Selenius, H. (2022), Reading and writing are the fundamental skills that students should learn and develop first in school. Teachers should ensure that all the learners should practice their reading skills, such as letter knowledge, phonological awareness, and reading comprehension. Teachers have different teaching strategies in teaching and research shows that digital technology can promote the learners in their skills and give them opportunity to cooperate and comprehend.

There is an important research gap in the impact of technology use on the basic reading ability, especially at the grade three level, as educators and other education stakeholders struggle with the potential and problems presented by the digital era. Few studies have particularly focused on this crucial stage of early literacy development, despite previous research exploring the impact of technology on reading abilities. This disparity is particularly noteworthy because grade 3 is a continuation of the formative stage of a student's literacy development, during which time the foundation for future academic achievement is established.

The necessity for a thorough examination of third-grade students' reading skills and their interactions with instructional technology is therefore highlighted by the research gap. By evaluating the present reading competency levels and examining the diverse ways in which third- graders interact with technology, such as using devices and exposure to online instructional videos, this research seeks to close this gap. By doing this, it aims to clarify if and how technology use affects reading skills at this critical juncture, which can provide insightful information for parents, teachers, and educational officials.

This study contributes to the larger conversation on early literacy development and the role of technology in it as the digital age continues to transform the educational environment. The results of this study should close a significant research vacuum and guide educational practices in an increasingly digital world by providing useful suggestions and tactics to aid in the development of third graders' reading skills.

Along with technology, there’s a correlation between it and reading. Wherein, reading is likely the most crucial ability a grader learns in school, and it is frequently regarded as the most important subject taught in schools and the basis for learning. Reading aptitude is essential for academic achievement, and research has shown that good readers perform better in all topics.

Outwaite and Herwegen (2023) claim that the effectiveness of digital technologies to improve the reading skills of the learners. Digital reading interventions are effective in improving cognitive, non- cognitive and efficiency outcomes. Teachers should integrate technology in teaching learners to motivate them to listen and to catch their attention.

The study will use Phil-IRI or the Philippine Informal Reading Inventory (Phil-IRI) Assessment Tool that according to Llego (2018), Phil-IRI is intended for use in the classroom to test and describe students' reading performance. The assessment data can help elementary teachers create and deliver suitable reading instruction to their students. This diagnostic method for characterizing how children read is based on inclusionary ideas that highlight the importance of learner-centered, responsive, and culturally sensitive education. At the school level, the information gleaned from the Phil-IRI assessment will assist principals in developing suitable school reading programs or activities to improve student learning outcomes. Moreover, the Phil-IRI, employed as a classroom- based assessment instrument, attempts to measure and describe learners' reading performance in oral reading, silent reading, and listening comprehension in both English and Filipino. These three forms of assessments seek to measure the learner's degree of independence, teaching, and frustration. The Phil-IRI data will also be used to plan, create, and revise teachers' reading instruction as well as the school's reading programs or activities to enhance the overall reading performance of the school.

The data gathered from the students will be the basis for formulating new, reliable, and accessible reading strategies for struggling readers and readers with difficulties in comprehension among third graders at Pinagbuhatan Elementary School in Pasig City. This will help the teachers implement strategies and program that is accessible to all learners.

Methods

The study employed a mixed-methods approach, specifically a convergent research design. According to Cresswell, 2010, mixed- method convergent research design is to offer a comprehensive perspective on the research questions. In this design, qualitative and quantitative data were collected and analyzed concurrently. Once both analyses were completed, the researcher compared the results to draw general conclusions about the respondent population.

Based on the research design used, the researcher assessed the reading abilities of third graders using PHIL-IRI and the results, employing weighted mean analysis. At the same time, teachers' and parents' perspectives on students' reading abilities and engagement with technology were analyzed using the same method. To delve deeper into the effects of technology on reading ability, thematic analysis was conducted on data collected through Focus Group Discussions (FGD).

Moreover, the researcher utilized a survey form, which refers to the process of acquiring information on the state of things. This method helped the researcher collect data with the use of survey questionnaires and interpret the data gathered from the respondents with the use of statistical approaches. Additionally, the researcher used the interview guide questions to get further answers from the respondents to this study. The convergence of the quantitative and qualitative for the Statement of Problem number two to five. The researcher assessed the means of the responses to gain insights into several key aspects: the reading abilities of the third graders, how teachers and parents perceive the students' reading levels, and the degree to which third graders engage with educational technology. These findings were then compared to the themes identified in the focus group discussion with the parent participants, providing a comprehensive view of the relationship between technology usage and reading proficiency.

According to Cresswell, 2010, mixed- method convergent research design is to offer a comprehensive perspective on the research questions. In this design, qualitative and quantitative data were collected and analyzed concurrently. Once both analyses were completed, the researcher compared the results to draw general conclusions about the respondent population. In this study, the population were the third graders, parents, and teachers of Pinagbuhatan Elementary School. The researcher chose this area to gather and establish empirical data as a foundation for seeking answers to the statement of the problems. The population for this study comprises three primary groups: grade three graders, teachers, and parents associated with Pinagbuhatan Elementary School in Pasig City.

Results and Discussion

For the quantitative analysis, the PHIL-IRI results show varying levels of reading abilities among 673 third graders: Non-Readers have 8.02%, According to Gedik & Akyol, 2022 Achieving academic achievement depends on early literacy since pupils who struggle with basic reading skills such as decoding, phonemic awareness, and letter recognition may find academic problems. Early intervention stressing these key components will help non-readers considerably increase their reading skills and self-confidence. Frustrated readers have 16%, Tomas et al. (2021) find that those who struggle with reading regularly have trouble understanding books, which can be ascribed to a limited vocabulary, poor decoding skills, and insufficient prior knowledge. Although these pupils have reading ability, they struggle to really interact with the content. Instructional readers have 23.03%, Endo (2024) has seen that students who receive help from an experienced guide can achieve higher degrees of competency. This implies that, given targeted directions from teachers or fellow students, readers at the instructional level can negotiate current challenges and move toward independent reading. Moreover, guided reading sessions are quite helpful for students functioning at the instructional level. and independent readers have 53%, Redford (2020) claims autonomous readers show high decoding skills, a broad vocabulary, and strong comprehension strategies. Their ability to autonomously negotiate books helps kids to use their reading abilities and practice critical thinking across many disciplines. The study also highlights the impact of technology on the reading skills of Grade 3 students. Both teachers and parents agree that students are capable of word recognition, with challenges in retention addressed through additional support. Students exhibit competence in word usage and effort in notetaking, though they face difficulties with detailed retention. Printed materials continue to be effective in developing comprehension and following instructions.

Technology plays a vital role, with students showing strong engagement with gadgets and online videos, which aid in vocabulary acquisition, comprehension, and attention. A significant positive correlation was found between gadget use and reading skills, particularly in areas like word recognition, noting details, and following instructions. However, the impact on word usage was minimal, highlighting the importance of traditional learning methods. Additionally, online videos help enhance vocabulary and detail orientation, with step-by-step demonstrations strengthening instruction-following abilities. Overall, a strong relationship was found between technology engagement and reading ability, illustrating how diverse, interactive tools encourage enjoyment and active participation, leading to improved literacy and comprehension. According to Clark and Picton (2021), while technology offers significant educational advantages, its misuse or excessive use can negatively impact children's learning habits, including reading development. Digital tools and gadgets provide engaging and interactive ways to support literacy skills, such as vocabulary building and reading comprehension. However, the overuse of these tools can lead to reduced focus and the displacement of traditional reading practices.

On the other hand, the qualitative analysis revealed that Grade 3 students struggle with remembering and understanding certain words, particularly when it comes to Tagalog vocabulary. To overcome these challenges, students often require assistance in grasping complex or unfamiliar terms. However, with the support of parents and access to online resources such as Google and YouTube, they can independently improve their reading comprehension. Potot et al. (2023) observed that the introduction of technology in schools can significantly enrich the learning experience, if it is managed effectively and used purposefully for academic tasks. This also highlights the potential of technology to enhance learning by providing students with access to a wide array of resources, interactive tools, and educational platforms. When used appropriately, technology can offer personalized learning opportunities, foster collaboration, and facilitate deeper engagement with the material. The study also found that students effectively use words in both written and verbal communication, showing respect and clarity in their interactions. Additionally, students engage actively with texts by asking questions, recording unfamiliar words and their meanings, and taking notes on key details from the stories they read. They apply various strategies to enhance comprehension and retention, such as memorization and consulting online tools like Google for clarification. When reviewing their writing, students read through their work to ensure understanding, demonstrating their ability to analyze and process their ideas. The study also highlighted that student often complete tasks independently, displaying confidence and sometimes even explaining tasks to their parents with minimal guidance. Furthermore, technology plays a supportive role in improving students' reading comprehension. Through online searches, educational videos, and interactive applications, students receive help in understanding unfamiliar words and concepts. These tools, including multisensory learning aids like visual and auditory components, make reading more engaging and enjoyable. However, excessive reliance on technology may lead to shorter attention spans and reduced focus among students.

Based on the findings and conclusions, the following are recommended, first is to aid teachers in achieving an effective teaching strategy for reading, educational videos should be used as a form of learning material. This can be incorporated into their teaching plans which engage students to listen attentively and learn new vocabulary during class. Rahiem (2021) mentioned that as children watch online videos, they practice noticing visual and narrative elements, such as character actions, settings, or specific events, which may enhance their overall attention to detail. Online videos, particularly those with storylines, may encourage children to focus on sequences, remember specific events, and track plot developments, which are also important skills for reading comprehension and memory recall when they engage with text.

         Active parent participation is encouraged at home to enhance the reading ability of children. Parents are advised to allot time and join their children in using gadgets and promote virtual reading or watching online videos that develop reading skills. According to Gonzales & Garcia, (2020). Parental involvement is essential in helping children 162 understand complex vocabulary, particularly when they encounter unfamiliar words. Research indicates that when parents actively engage in explaining challenging terms, they improve their children’s comprehension and retention of new information. This support not only aids students in grasping difficult language but also boosts their confidence in following instructions on their own.

 To improve students’ reading levels, they should use their engagement with technology as an advantage to learn. Students can also make use of gadgets in accomplishing their academic tasks, which offers a wide understanding of the topic at hand. Using gadgets also offers cognitive and visual enhancement for better word recognition. According to Fälth, L., & Selenius, H. (2022), Although there are many educational advantages to technology, there are also worries about how it may affect fundamental skills, especially reading comprehension. This study is thus based in the Philippines, where the relationship between early literacy instruction and technology has grown in importance.

         Future researchers should use the findings of this study as a reference for studies alike. Acquiring the opinion of students on related matters and correlating it with their reading ability can give another analysis of how helpful gadgets are for their reading enrichment. Haleem (2022) found that daily device use is becoming more pervasive in students’ lives, with many children relying on electronic devices for both learning and entertainment. The ability to engage with technology regularly can facilitate access to educational resources, support self-directed learning, and enhance academic outcomes. However, excessive screen time should be avoided, and the quality of device use is as important as the quantity.

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DOI 10.5281/zenodo.15201347 

This study examines the effects of conventional and experimental instructional approaches on mathematics learning outcomes through the analysis of three z-tests that compare pre-test and post-test scores in both control and experimental contexts. The outcomes show that both the standard and experimental groups' post-test scores significantly improved, underscoring the value of structured teaching strategies in mathematics education. Nevertheless, there is no statistically significant difference between the experimental and control groups, indicating that novel techniques might not always perform better than conventional methods. These results suggest that although conventional techniques are still useful for developing fundamental skills, experimental approaches may need to be improved and subjected to implementation circumstances to be more effective. In order to address basic competencies and promote higher-order thinking skills, a blended educational model that integrates the advantages of both conventional and creative approaches may provide a well-rounded solution. The study highlights how crucial it is to create cutting-edge evaluation instruments and offer educators professional development to optimize the effects of creative teaching methods. In addition to offering insights for educators looking to maximize learning outcomes through evidence-based, hybrid instructional designs, this research adds to the continuing investigation of successful mathematics instruction.

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The aim of the study as educators, we need to investigate our classroom instruction in considering ways and how far where it goes beyond on making use of the technology for educational purpose, by doing it, as this paper is exploiting the possible investigatory inquiry of students’ and teachers’ beliefs on the use of technology and its impact on mathematics achievement. the study deals with these beliefs and technology used along the way to carry out the exploration, we rely on an analysis of questionnaires and assessment which has been conducted in Bataraza National High School, Senior High School Department (Academic Strand: STEM), where use of ICT is now essential in the mathematics lessons. The objectives of the study are intended to help inform the development of a technology used, innovation, intervention, adaptation and or strategies for digitally technology mathematics teaching and learning. The vital function of a digital technology for classroom instruction’s with mathematics  is for raising up on the students’ academic achievement where to provide with the solid foundation of 21st century technology skill and motivation on an experience learning progression. Technology can subsequently support accomplish this interventional goal, it engages students and brought to flame their digital inspiration, it provides for the teachers to stimulate young minds that made a profound and lasting difference in their academic achievement. Cathy Adams (2006) wrote: “The technological milieu (environment) is shaping substantially-insinuating itself, habituating us, and simultaneously reinterpreting -how we act in and perceive the world “ .The study was able to determine first the observe influential variables related to technology best predicts a mathematics teacher’s beliefs and students about the technology adoption/use for mathematics classroom, uncover aspects of teachers’ beliefs about 0n the use of technology teaching and learning of mathematics. Specifically, researcher sought to explained results in the following questions.

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Sa bayan ng Cuyapo, lalawigan ng Nueva Ecija

May isang hindi pangkaraniwang kalsada

Madalas ay dinadaan-daan lang ng iba

Hindi nila alam, ito ay may nakatagong hiwaga

Sa kalsadang ito ay aming ginugunita

Ang pagkamatay ng isa sa bayani ng ating bansa

Kinilala siya bilang ang Dakilang Lumpo

Pagdating sa himagsikan siya ang utak nito

Siya ang itinuturing na tagapayo ni Aguinaldo

Nagbibigay ng mungkahi at nagpapalamig ng ulo

Kilala rin siya bilang isang matalinong tao

Sa kabila ng kapansanan na kinakaharap nito

Ang nasabing bayani ay nakibaka sa kolonyalismo

Sa kabila ng dumapong sakit na kung tawagin ay polio

Siya ay dating nanuluyan sa bayan ng Cuyapo

Sa lugar na ito, napagdesiyunan niyang magtago

Siya ay nanahimik sa isang munting kubo

Ngunit dito, siya ay dinakip ng mga sundalong Amerikano

Ang kawawang Apolinario, walang kalaban-laban

Matapos sa Cuyapo, ay dinala sa Pangasinan

Hanggang sa mapadpad sa lugar ng Kamaynilaan

At pagkatapos ay sumapit na ang kanyang kamatayan

Ang kwento ay naging bahagi na lang ng kasaysayan

Maging ang lugar kung saan na kanyang tinuluyan

Maaaring hindi alam ng nakararaming tao

Ngunit ito ay hindi lamang isang rebulto

Ito ay nagpapakita ng kasaysayan ng mga Pilipino

Dahil dito dinakip ang bayaning si Apolinario

Marahil ay hindi nakatatayo ang Dakilang Lumpo

Ngunit ang dangal natin, siya ang nagtayo!

DOI 10.5281/zenodo.15200985 

Abstract

This phenomenological research design explored the experiences of 17 teachers as they navigated and evaluated the impact of instructional supervision and ICT integration on the proficiency of public elementary teachers in Region XI. The study employed a qualitative research approach to gain a deeper understanding by collecting and analyzing the lived experiences of teachers through in-depth interviews (IDI) with ten teachers and focus-group discussions (FGD) with seven teachers, all selected from the eleven divisions in Region XI using purposive sampling. The study followed the seven steps of Colaizzi's thematic analysis, providing a detailed and comprehensive understanding. The findings revealed twelve key themes based on the participants' lived experiences related to instructional supervision, ICT integration, and teachers' proficiency. These themes were: effective pedagogical practice, technology integration, professional characteristics, collaborative practice, student development, skills enhancement, pedagogical support, innovation and adaptation in teaching, enhanced pedagogical practices, student engagement and learning outcomes, digital technology integration, and professional development. Additionally, the role of experiences in shaping participants' attitudes, beliefs, and insights led to the emergence of five essential themes: focus on developing teachers' pedagogical skills, professional ethics, professional practice management, continuous professional development, and a strong emphasis on improving teachers' capacity. The research findings supported existing literature, reinforcing the positive effects of instructional supervision and ICT integration on teachers' proficiency. Based on the data, the researchers offered key recommendations to strengthen professional development programs, with an emphasis on integrating pedagogical excellence, digital innovation, student engagement, and ongoing development—factors essential for improving both teacher effectiveness and student success.

Keywords: Iinstructional supervision, ICT integration and teachers’ proficiency, Region XI teachers

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ABSTRACT

Teacher training institutions looks down to laboratories as imperative for practical experiences for the would-be teachers. The justification and realization of the competency standards and of a clear vision, mission, goals and objectives of an academic environment is a joint effort of both the laboratory school  and the Teacher Education Institution (TEI). As a support structure, it should be a model service provider. With laboratory schools being forefront in providing pre-service teachers with field-based experiences and supporting the realization of program outcomes set by the Teacher Education program, this study aimed to evaluate the general status of a state university - based elementary laboratory school focusing on the context, input, process and output components. The descriptive research method was employed with a  total of 137 pre-service teachers and sixty teachers including the management  of the entire training institute  participated. A questionnaire checklist, which underwent validity and reliability testing, was used to collect data and later was analyzed using weighted means, t-test, and ranking. Findings revealed that both groups of respondents observed that the context particularly on the attainment of the vision, mission goals and objectives and competency standards are highly attained; inputs as to human capital are of high qualifications  possessing masters and or doctoral degrees in the field of education needing more programs for professional development to reinforce their teaching & research skills; with moderate adequacy of material resources needing significant improvement particularly on science , technology and home economics laboratories for learning  maximization  and optimization  ; laboratory school is found out to have much  contributions to the performance of the College of Teacher Education with mentoring and modelling of teaching-learning practices needing innovations  and furthering extension services; challenges such as funding to support programs, projects and activities are seriously impacting the laboratory school thus interventions  are urgently needed.

Keywords: Laboratory School, pre-service teachers, field exposures, mentoring, first-hand experiences

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Abstract

The integration of Information and Communication Technology (ICT) in education is essential for enhancing teaching effectiveness and student engagement. However, there is limited research on how teachers' preparedness and attitudes impact ICT utilization, particularly in the context of the Tumauini South District.

This study investigates the preparedness and attitude of teachers in Tumauini South District, Schools Division of Isabela, toward the utilization of Information and Communication Technology (ICT) in instruction. A descriptive survey design was employed, utilizing a structured questionnaire to assess teachers’ ICT preparedness and attitudes. Data were analyzed using frequency distribution, percentage count, weighted mean, and Pearson Product-Moment Correlation Coefficient r-test.

Findings indicate that teachers are generally prepared for ICT utilization, with most having attended ICT training through school-organized workshops (97.34%) and in-service programs (95.92%). Additionally, 82.14% reported acquiring ICT skills through formal training. Experience in teaching ICT revealed that less experienced teachers (1-5 years) use ICT more frequently than those with over 20 years of experience. Self-efficacy was found to significantly impact ICT integration, with a strong overall agreement (mean = 3.60) that computer training improved ICT skills.

Teachers displayed a positive attitude towards ICT, acknowledging its role in enhancing instructional efficiency and student-centered learning (mean = 3.40). They expressed willingness to upgrade their ICT skills (mean = 3.64). The level of ICT utilization was high, particularly in searching for research materials, producing videos, and using software like PowerPoint and word processors. However, the use of interactive technologies like video conferencing remained occasional.

Statistical analysis revealed no significant relationship between ICT utilization and training, skills, or experience. However, self-efficacy was found to significantly influence both ICT utilization and attitude. The study concludes that self-efficacy plays a crucial role in ICT integration, emphasizing the need for continuous training and institutional support to sustain technological adoption in education.

Keywords: ICT Utilization, Teacher Preparedness, Self-Efficacy, Technology Integration, Instructional Effectiveness

DOI 10.5281/zenodo.15205852 

Summary

         This study focused on the Training Needs Assessment (TNA) of the Child Development Workers particularly in the municipality of Kapangan, Benguet, Philippines. The emphasis of the TNA is to identify the special topics for inclusion in the series of enhancement seminar-workshops under the extension project of the Department of Early Childhood Teacher Education, College of Teacher Education, Benguet State University. Project C.A.R.E.S. (Child Advocacy and Responsive Extension Services) was born out of love and care for the early childhood workers in the countryside. Based on the results of the TNA, forty-four CDWs (total enumeration) responded in the survey and interviews, resulted to nine themes/clusters from the array of suggested topics. The CDWs expressed their urgent need for series of trainings/seminars to enhance their teaching-facilitating and managing skills of their respective childcare programs.

Keywords: training needs assessment (TNA), child development worker (CDW), demographic and policy-related information, inclusive early childhood education, physical and socio-emotional skills, aesthetic and creative skills, cognitive and logical skills, pedagogy of play, classroom management and guidance, assessment of learning and evaluation, collaboration and community involvement.

1. Introduction

         The youngest population of the Philippines comprises about ten percent (10%) of the country’s total population according to World Bank Report in 2024. Out of 109 million citizens are children under five according to the Philippine Statistics Authority (2021). Hence, the need to invest in early childhood education is essential in order to build a strong foundation for the development of the country’s human capital. Research results show that investing in high quality early childhood education and experiences has the highest rate of return on human capital investment (Heckman, 2012). Thus, the value of increasing investments in the child’s formative years, approximately from birth to age eight, a crucial period for development due to the rapid growth of the human brain and fast progress of the different aspects of the child’s developmental milestones is of prime importance. This could result to a wide range of benefits for children, families, and the society as a whole. One of the global goals of UNESCO in its Sustainable Development Goals 2030 is to ensure an equitable quality education. In line with this goal, the role of the Child Development Workers particularly in various municipalities of the Philippines play a significant and vital role to ensure quality early childhood education delivery for all types of learners. As such, the exigency for upskilling the Child Development Workers in the country need immediate attention to bring about effective outcomes in effectively handling early learners through responsive service delivery.  Several studies revealed that early childhood educators and caregivers who received multiple trainings and enhancement seminars are (a) more effective in engaging  learners in various learning activities, (b) adept in applying multiple teaching methods, (c) efficient in handling diverse young learners, (d) exhibit positive influence towards young children, and (e) more responsive to new teaching paradigms. These resulted to higher performance of the learners as cited by Saira, et al (2021); Wuryaningsih, et al (2019). Ulla (2018); Schultze (2017); Sala and Ngwa (2015). Furthermore, trainings could improve early childhood educators’ knowledge, skills, motivation, and self-efficacy; and acquainting themselves with the latest development in the field of teaching matters (Brimon, 2022; Sala & Ggwa, 2015). These challenges call for a review on the role of early childhood educators in the promotion of quality education (Kaleel, Alhosani and Duyar, 2021).  

In responding to the need for delivering quality early childhood education, training needs assessment was the strategy applied to identify gaps in existing knowledge, practices, and skills vis-à-vis the expected performance of the Child Development Workers spelled-out in the Standards and Guidelines in Center-based Early Childhood Programs for 0 to 4 Years Old Filipino Children. Identifying what is working well and what needs improvement based on the standards are determinants for the success or failure of early childhood program implementation. Results of this study will provide information and clear direction to improve the early childcare and development programs in the country. 

2. Result of the training needs assessment

         Demographic and policy-related information. Great majority of the Child Development Workers are middle-aged group, married, and college graduates however, most of them did not specialize in early childhood education. The respondents of the study expressed that they highly need training enhancement in the areas of foundational principles of early childhood education, affirmed by Manuel and Gregorio (2015) that teachers need information on the policies and foundations of early childhood care and development that provide structure in the direction of the program.

         Inclusive early childhood education. Data shows that the Child Development Workers need capacity building on the concepts and best practices related to inclusive education including how to handle learners with special needs. Results further discloses that the respondents need training on identifying specific disabilities and exceptionalities among early childhood learners. This is in consonance with the study of Mendez-Perez, et al (2023) that teachers demonstrate a positive correlation between capability of addressing diverse needs and implementing effective instructional strategies. Polikarpova, et al (2021) affirms that inclusive education training of teachers contribute to their positive attitudes towards learners with special needs.

Physical and socio-emotional skills. Based from the results of the study, the Child Development Workers claimed that they really need to learn more about understanding the physical and socio-emotional domains of learning especially on how to develop the children’s social skills and competence, address nutritional needs, apply health and safety measures. Skaalvik & Skaalvik (2019) emphasized the importance of social skills development for learners and confirmed that teachers who have strong will to learn have established their social skills, transpired in the learning activities of their learners. 

Aesthetic and creative skills.  The training needs of the respondents identified areas of aesthetic and creative domains in early childhood education as highly needed. The respondents want to improve their teaching skills in creative ways through music, movements, arts, rhymes, poetry and creative expressions. This result corroborates with the study of Jarvis et al. (2020), claiming that most early childhood teachers love to incorporate varied strategies in different learning activities to create more meaningful learning experiences.

Cognitive and logical skills. The respondents identified topics on the area of cognitive and logical domains as highly needed for training and enhancement especially on multi-sensory experiences, teaching literacy, numeracy, and exploring the natural environment. Researches of Kurt (2023), Sabasaje and Oco (2023) claimed that focusing on the development of cognitive and logical skills of learning is associated with the learners’ higher achievements.

Pedagogy of play. This area of learning in early childhood was mention by the respondents as greatly needed to enhance their skills on how to utilize play-based teaching content because of its importance in retaining lessons taught. Taylor and Boyer (2018) affirmed that kindergarten teachers faced challenges of integrating developmentally appropriate play in learning experiences.

Classroom management and guidance. The Child Development Workers identified this area as top priority to be incorporated in future trainings. Appropriate discipline strategies for young children appeared to be the top need of respondents due to the problems of classroom management and guidance for diverse class settings. Metin et al (2017) and Teves (2024) confirm that teachers need more time in mastering their classroom management skills through seminars.

Assessment of learning and evaluation. Respondents of the study revealed their need for learning more on how to assess learners and evaluate childcare programs authentically. They admitted that mastery of this area is quite difficult even if they have checklists/tools as guides. Pianta et al (2021) concluded that the procedure of assessing early learners beyond their academic skills should be comprehensive and it takes time to achieve mastery to do this.

Collaboration and community involvement. Training needs of Child Development Workers do not only focus on the area of teaching-learning skills. They also expressed the need for collaboration with families and community involvement. Understanding and communicating with families and inclusion of parent education in the digital age appeared as most needed topics for discussion. Ertmer & Dawson (2018) highlighted the need for teachers to receive training on effectively dealing with learners in the digital age. In like manner, this could be part of parent education program. Partnership endeavors with families and communities are integral parts of the tasks and roles of the Child Development Workers.

3. Conclusions and recommendation

         It is imperative that there is an exigency to strengthen early childhood education in the Philippines by capacitating the Child Development Workers through trainings and enhancement seminars/workshops based on their needs especially for those who did not finish their college degrees and for those who graduated with courses not aligned with the special field of early childhood education. It is highly recommended that this should be part of the school’s extension program in partnership with the Local Government Units of the different municipalities in the country.

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DOI 10.5281/zenodo.15205949 

Abstract

Education is crucial for peace, and encompasses social justice, human rights, and inner harmony. As violence has a devastating impact on life and well-being, peaceful education is a crucial ethical responsibility. This qualitative study explores the transformative potential of José Rizal's Noli Me Tángere for peace education, using transformative learning, critical pedagogy, and Danesh, Castro, and Galace’s peace schema (knowledge, attitudes, values, and skills). Data collection involved interviews with college students and teachers, followed by thematic analysis conducted within the aforementioned theoretical frameworks. This analysis reveals the key themes of social justice, education, and nationalism. This study identified effective pedagogical approaches in teaching Noli Me Tángere, including role-playing and technology-enhanced learning strategies that link historical and current issues. Furthermore, the novel fostered insights into inequality, non-violence, and learning from the past, thus deepening our understanding of peace as both a personal and societal reality. Finally, Noli Me Tángere's emphasis on goodness and historical context cultivates inner peace and inspires action for a just society, suggesting its potential as a tool for transformative peace education.

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Abstract

This study investigates the relationship between cheerleading skills and leadership competencies among Chinese students using a quantitative correlational research design. A descriptive survey method was employed to assess students' proficiency in key cheerleading domains—strength, flexibility, balance, coordination, and agility—alongside their leadership skills in communication, decision-making, conflict resolution, goal setting, time management, and adaptability. The study utilized a stratified random sampling technique, selecting 313 students from various academic disciplines, including Physical Education and Sports, Business Administration, Engineering, and Acrobatic Cheerleading. The findings indicate that coordination, strength, balance, and agility significantly influence leadership skills, with coordination emerging as the most impactful predictor. Moreover, gender differences were evident in decision-making and goal setting, where male students outperformed their female counterparts. Course specialization also influenced communication skills, with engineering students scoring higher than business administration students. These results underscore the importance of integrating structured cheerleading programs to enhance leadership competencies. The study recommends developing targeted leadership training programs incorporating physical activities, communication exercises, and decision-making simulations to maximize student leadership potential.

Keywords: Cheerleading skills, leadership competencies, quantitative research, correlational design, stratified random sampling, Chinese students, leadership development.

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Abstract

Martial arts is a well-studied area of knowledge, for it has been part of several ancient civilizations such as China, India, Green, Japan, Korea, and indigenous martial practices in Africa, Polynesia, and the Americas. The martial arts culture has its roots in Chinese classical philosophy. The two most significant implications of Chinese wushu culture are the worship of martial arts and the promotion of moral character. Academically, the college physical education program consistently includes martial arts courses. Despite these, it remains evident from how college students are currently developing their martial arts teaching activities that they lack the drive and passion to fully engage with the curriculum. For these reasons, it was interesting to understand the influence of martial arts on maintaining the psychological, social, spiritual, and physical well-being of college students, considering they would be future professionals. This study was anchored on the oldest Chinese philosophy of Confucianism – a way of life for ancient Chinese people that still influences Chinese culture and academe today. Through the quantitative descriptive method, some of the findings were that the assessment of college students’ motivation in participating in martial arts was average; in particular, their personal well-being motivation was the highest, and their physical motivation was the lowest. Also, there was a significant relationship between college students’ participation and reasons for participation that indicated a rise in involvement corresponds with an increase in motivation and vice versa. However, the years of participation and level of training had no significant relationship with the motivation. The results of this study provided input to the course enhancement of the martial arts program in universities in China.

Keywords: College Students, Martial Arts, Motivation, Participation, Well-Being

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Abstract

The study assessed the instructional leadership practices of the university teachers by their immediate superior and students in a college in Henan Province of China Henan. The research is based on a descriptive research design, and made use of questionnaire to compile primary data. The results show that when students are actively involved in the learning process, they are more likely to feel invested in their education and motivated to succeed. Also, the university teachers display a high level of instructional leadership. The teachers develop, teach, and effectively use norms of collaboration to ensure collaborative and organizational skills are embedded in all trainings and practices. The factors of age, sex, and year level does not affect the assessment of the student respondents on the university teacher’s instructional leadership. The assessment of the student respondents and the teacher respondents on the university teacher’s instructional leadership in terms of facilitating professional learning, building relationships, collaborative skills, organizational skills, and pedagogical practices was found to have a weak positive correlation.

Keywords: Instructional Leadership Practices, Classroom Management, Content knowledge, Pedagogical knowledge, Scientific knowledge in teaching.

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Abstract

Artificial intelligence in education has become a prominent term in the innovative development of education. People expect that through the deep integration of artificial intelligence and education, more and more intractable educational problems can be solved, educational quality and teaching efficiency can be improved, and the modernization of education can be achieved. In the application of artificial intelligence in education, we have indeed seen many favorable results. At the same time, we should also clearly perceive the many problems revealed in the process of applying artificial intelligence in education. Given this, this study discusses the need for the application of artificial intelligence in education from three dimensions: students, teachers, and school education. It also explores the ethical issues in the process of applying artificial intelligence in education from three major aspects: the technical level, the relational level, and the social level of the application of artificial intelligence in education. This study mainly used the questionnaire survey method to collect and analyze data. Through the survey, it can be seen that currently, there is a high demand for the application of artificial intelligence in education. At the same time, it is also unanimously believed that the more widely it is applied, the greater the possibility of ethical problems arising.

Finally, based on data investigation and analysis, this study put forward governance paths on how to effectively avoid ethical problems in the application of artificial intelligence in education in the future development process.

Keywords: AI education; AI education application; ethical risk

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Education is essential in forming a person's personal and professional life. Throughout my academic journey, I have pursued various fields of study, which have equipped me with diverse skills and knowledge. Each stage of my education has contributed to my continuous development, preparing me to face challenges and embrace opportunities in my chosen fields.

My educational journey began at Bato Elementary School, where I completed my primary education in 1992. Graduating with third honors was an early achievement that motivated me to strive for academic excellence. This recognition instilled in me the value of hard work and inspired me to pursue my studies diligently.

I attended Biliran National Agricultural College (BNAC) for my secondary education. 1996, I graduated with honors, reflecting my commitment to academic success. My high school years shaped my discipline and work ethic, which became the foundation for my future educational pursuits.

Following my secondary education, I enrolled at Biliran Province State University (BiPSU), earning a Bachelor of Science in Marine Transportation (BSMT) degree in 2001. This program gave me in-depth knowledge of maritime operations, navigation, and safety. The technical skills and expertise I acquired during this period prepared me for a career in the marine industry, equipping me with the competencies needed for real-world applications.

To broaden my knowledge and skills, I later pursued a Supplemental in Technology and Livelihood Education (TLE) under the Bachelor of Science in Secondary Education (BSEd) program at Eastern Visayas State University (EVSU) in 2007. This academic endeavor allowed me to develop proficiency in teaching technical subjects, enhance my instructional capabilities, and open new educational career opportunities.

2017, I completed my Master's in Teaching Marine and Nautical Science at the University of Cebu. This advanced degree refined my teaching skills, enabling me to share my maritime expertise with aspiring professionals. It also deepened my understanding of instructional strategies, allowing me to contribute effectively to the education and training of future naval practitioners.

Finally, I reached the pinnacle of my academic journey by earning a Doctor of Philosophy (PhD) in Technological Management from Cebu Technological University in 2023. This doctoral degree equipped me with advanced knowledge in managing technological innovations, conducting research, and implementing effective management strategies. It also strengthened my analytical and leadership skills, empowering me to contribute to technological advancements and organizational development.

DOI 10.5281/zenodo.15211282 

Issues on environmental education in the Philippines were long overdue, even with the passing of various laws on both national and international scale and the dramatic rise in international cooperation and collaboration. As a response, respect, understanding and preservation of Filipino values and cultural heritage of the varied communities requires incorporation into educational designs to as a way of promoting world peace and global citizenship. In this sense, social cultural development can be realized and sustained.

         The researcher sought to determine the philosophy of education students on Filipino culture and values as a potent driver in spearheading environmental education. More specifically, the researcher sought to determine which Filipino values are perceived by the education students as positive or negative, determine the awareness of the education students about the issues in environmental education, determine the Filipino values of the education students that are most beneficial in spearheading environmental education, determine how the philosophy of education students about Filipino culture and values can become a potent driver in spearheading environmental education, and propose innovative programs that will lead to much improved and effective environmental education.

         It was found that the Filipino values that were perceived by the students as positive were hiya, pakikisama, sakop, and utang na loob. Those that were perceived as negative are ningas-cogon, patigasan, bahala na, kasi, palusot, mañana,  and kanya-kanya.

         Also, the students perceived a generally high level of awareness about the issues in environmental education. However, it is important to take note that they perceived a low level of skills to identify and resolve environmental challenges in areas of ozone layer and acid rain. Also, they perceived a low level of participation in activities that lead to the resolution of environmental challenges in the area of acid rain.

         Moreover, the Filipino values of the education students that are most beneficial in spearheading environmental education are the positive ones, such as hiya, pakikisama, sakop, and utang na loob.

         Additionally, the philosophy of education students about Filipino culture and values can become a potent driver in spearheading environmental education by promoting the positive Filipino values and the high level of awareness on the issues of environmental education.

         It was also found that project-based environmental programs across all levels that will highlight the four positive Filipino values may be proposed to come up with innovative programs that will lead to much improved and effective environmental education.

DOI 10.5281/zenodo.15211456 

In a world marked by constant change, unpredictable challenges, and fast-evolving technologies, one truth remains: learning should never stop. Today, we delve into a transformative force that reshapes lives, revitalizes careers, and empowers minds — lifelong learning.

Lifelong learning is more than a concept; its a lifestyle. It’s the self-motivated and continuous pursuit of knowledge that transcends classrooms, job titles, and age brackets. It's how we stay sharp, adaptable, relevant — and fulfilled.

As Alvin Toffler insightfully said, “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” That idea has never been more urgent. According to the World Economic Forum, 50% of employees globally will need reskilling by 2025. In such a landscape, standing still is not an option. Growth is.

The Benefits of Lifelong Learning

So why should we embrace lifelong learning?

First, it strengthens our minds. Like muscles, the brain thrives on activity. Studies show that continuous learning helps improve memory, boost mental agility, and delay cognitive decline — especially as we age.

Second, it makes us resilient. During crises like the COVID-19 pandemic, those who thrived were the ones who adapted. They learned new technologies, shifted careers, and upskilled themselves to survive the economic shift.

Third, it opens professional doors. Employers value adaptability and the drive to learn. Lifelong learners are often the ones climbing ladders, pivoting roles, or launching their own ventures.

But the magic of learning isn’t just in the paycheck. It’s in the joy of curiosity, the thrill of mastering a new skill, and the satisfaction of personal growth. Learning feeds the soul as much as the mind.

The Barriers We Face

Still, the path is not always easy.

Many of us juggle demanding jobs, family responsibilities, and financial concerns. We feel we don’t have the time, the money, or the energy to keep learning. Worse, we let fear — of failure, of starting late, of not being enough — paralyze us.

But the biggest barrier is often a silent one: believing we cannot change.

Breaking Through

Here’s the truth — you can. And you don’t need to overhaul your life to do it.

Start with 20 minutes a day. Make learning part of your routine — like brushing your teeth or making coffee.

Use free resources. Platforms like Coursera, edX, and YouTube have unlocked a world of knowledge. From data science to photography, the opportunities are endless.

Set goals — small, specific, and achievable. Every small victory fuels the next.

Most importantly, adopt a growth mindset. See every failure as feedback, every challenge as a classroom.

“We start to see challenges
Not as obstacles, but as growth…”

What Does Lifelong Learning Look Like?

Lifelong learning takes many forms:

·  Formal learning through degrees and certifications

·  Informal learning through books, podcasts, TED Talks

·  Professional development through trainings and mentorship

·  Personal exploration through hobbies like music, painting, or gardening

In my own journey, I have experienced all these paths.

After completing my Master of Arts in Education major in Administration and Supervision, I went on to finish a Master in Public Administration, and a Master of Arts in Teaching English. I also earned my Doctor of Education and a Postdoctoral credential in Strategic Management and Leadership. And currently, I am enrolled in a Doctor in Public Administration program, to mention just a few.

These were not mere academic pursuits—they were choices aligned with my vision to grow, to serve, and to lead with integrity. Each chapter of study helped shape not only my mind but my mission.

During the pandemic, I chose not to waste the isolation. I turned it into an incubation period. Since March 2020, I have earned thousands of certificates — not for display, but to mine for gold: new insights, new skills, new perspectives.

Technology as a Learning Ally

Technology has made learning more accessible than ever.

From MOOCs (Massive Open Online Courses) to mobile apps, webinars to virtual classrooms, the digital revolution has democratized education. We no longer need to sit in a lecture hall to be students of the world.

Sure, there are challenges — screen fatigue, distractions, internet access. But with discipline and intentionality, our phones and laptops can become powerful classrooms.

How to Be an Effective Lifelong Learner

Here’s how to start:

·  Know your “why.” Purpose gives motivation staying power.

·  Build a learning plan. What do you want to learn this month? This year?

·  Join learning communities. Growth accelerates when it’s shared.

·  Reflect often. What did you learn? How has it shaped you?

“You are the master of your own fate.
And you hold the key to unlock your own gate.”

Real Stories, Real Impact

My own journey is a testament to lifelong learning. When the world paused, I chose to press “play.” I studied, upskilled, and reinvented myself.

And I’m not alone. I know a single mother who taught herself coding to start a tech career. A janitress who became a judge. A retired grandmother who learned digital art. What unites them is not age or background — it’s the refusal to settle.

Creating a Learning Culture

We must also create environments that celebrate learning — at work, in school, in our communities.

Reward curiosity. Encourage collaboration. Make growth a shared value.

In institutions and organizations, let’s move from training events to learning cultures — where development isn’t a requirement, but a norm.

Conclusion: The Power of Choosing Growth

Let me leave you with this:

You were born with potential. And the world is waiting for your contribution.

Don't let time, fear, or excuses hold you back. Don’t let the music die within you.

Read a page. Take a course. Ask a question. And then — do it again tomorrow.

Because lifelong learning is not just about what we do — it’s about who we become.

It’s about embracing growth and excellence every single day.

DOI 10.5281/zenodo.15220932 

Abstract: Functional training is a promising method to improve athletic performance and reduce injury risk by enhancing strength, neuromuscular control, balance, proprioception, and core stability. This study examined the effects of an 8-week functional training program on lower-limb stability in Chinese university basketball players. Thirty-five players with a history of lower-limb injury completed pre- and post-intervention assessments using the Functional Movement Screen (FMS) – focusing on deep squat, hurdle step, in-line lunge, active straight-leg raise, trunk stability push-up, and rotary stability – and the Y-Balance Test (YBT) for dynamic balance. Paired t-tests and Wilcoxon signed-rank tests were used to analyze changes. Results: FMS performance improved significantly after training (p < 0.001), with better movement quality in deep squat, hurdle step, and active leg raise tests, indicating enhanced muscle strength and neuromuscular control. YBT reach distances in anterior, medial, and lateral directions increased by ~10% (p < 0.001), and composite scores improved (e.g., right leg from ~99.7 to 108.1). These gains reflect markedly improved dynamic balance and proprioception. Core stability also improved (e.g., trunk push-up high-quality execution from 37% to 71%), but the rotary stability test remained challenging (no participants achieved high-quality execution post-training). An 8-week functional training regimen effectively enhanced lower-limb stability in university basketball players, as evidenced by significant improvements in functional movement and balance outcomes. The findings support integrating targeted functional training into collegiate athletic programs to improve stability and potentially reduce injury risk, although additional focus on rotary core stability may be needed.

Keywords:Functional training; Lower-limb stability; University Basketball Players.

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Abstract: With the rapid development of information technology, smart classroom technology has gradually become an important driving force of higher education reform. As the core part of higher education, the teaching effect of moral education teaching is directly related to the shaping of students' values and the cultivation of social responsibility. With its intelligent technology, diversified teaching means and precise teaching strategy, the smart classroom provides the possibility to improve the current classroom teaching status and improve the teaching quality.

 The research summarized the research themes and development trends of smart classrooms, and define the core concepts of smart classrooms. To promote students’ active learning, apply the smart classroom teaching mode to the moral education course teaching, and improve the traditional classroom teaching from the following three aspects: optimize the teaching design, support the teacher-student interaction to break through the space-time restrictions, improve the teaching pertinence through online resources, and enhance the scientific nature of the classroom learning situation analysis.  After the course, the effectiveness of the smart classroom teaching mode is verified from three dimensions: the change in students' learning attitude, the improvement of new information technology ability, and the cultivation of noble moral quality.

Keywords: Smart classroom, Moral Education, Engagement, Efficiency

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Abstract

This study examines the understanding and application of bilingualism by Filipino teachers residing in Colorado, with particular attention to their exposure to the Bilingual Education Policy. With the increasing significance of bilingual education in the United States and, in particular, Colorado as a more ethnically diverse populated state, the input of teachers and their capacity to implement policies is very important. This is qualitative research with a mixed method of collecting data through surveys and interviews from Filipino teachers on their experiences, perceptions, and frustrations toward bilingual education.

The findings indicate that while teachers appreciate the cognitive and cultural advantages of bilingualism, they encounter barriers such as a lack of adequate training, resources, and support from higher management. Moreover, the study emphasizes the need for specialized professional development training that enables teachers to apply bilingual methods with confidence and mastery.

The output from this study includes guidelines for the improvement of policies and the assignment of resources to assist teachers in promoting bilingualism at the elementary level. This study seeks to address the gap in the existing literature on bilingual education and promote advocacy for effective language policy implementation within multicultural educational frameworks through the perspectives of Filipino educators.

Keywords: bilingualism, english language arts, phenomenology, bilingual education policy, policy implementation

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Abstract

The study determined the knowledge and awareness of nurses on Monkeypox in selected hospitals in eastern Pangasinan. It dealt with their profiles, such as age, sex, civil status, highest educational attainment, area of assignment, number of years in service, and number of seminars attended on Monkeypox.

A descriptive research design was utilized, using a survey questionnaire as the data-gathering tool. Different statistical tools were used, such as frequency and percentage, weighted mean, ANOVA, and t-test.

The respondents were young adults and females. Most were single and married, had finished tertiary-level education, had job orders, were assigned to the emergency/outpatient department, had been in the service for a few years, and had not received seminar/training on Monkeypox.

The nurse respondents were knowledgeable about Monkeypox's causes, signs, symptoms, and treatment and were also aware of the facts about the disease.

There were no significant differences in the extent of knowledge and awareness of the nurses  about  Monkeypox and their profile variables.

There was no significant relationship between the nurses' extent of knowledge and awareness about Monkeypox and their profile variables.

It is recommended that future studies can be replicated using other variables of the study on a broader perspective.

Keywords: knowledge, awareness, nurses, monkeypox

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Aling pag-ibig pa ang makakapantay sa Inang bayan.

Dito namulat ang isip at kakayahan.

Sa puso ng bawat Pilipino, ang bayan ang dapat inuuna.

Nag-aalab na damdamin, sa halalan ay dapat manguna.

Buksan ang mata at tenga, muling mag-isip.

Huwag magpadala sa mapanlinlang na salapi.

Buksan ang isipan, maging matalino sa pagpili.

Isang bayan na may pagkakaisa’t  malasakit.

Tumingin sa palibot, huwag magpasilaw.

Maging mapagmasid, huwag magpadala sa alingawngaw.

Pagka’t ang tamang desisyon ay kaligtasan ng mamamayan.

Ang bawat Pilipino, may papel na ginagampanan.

Ang boto’y hindi laro, ito’y tungkulin ng sambayanan.

Ang bawat Pilipino ay may tungkulin sa bayan.

Pag-ibig sa Inang bayan, maipapakita sa matalinong pagboto.

 Ang kinabukasan ng bayan ay nakasalalay sa ‘yo.

Sa darating na halalan, timbangin ang tama at mali.

Ang halalan ay mahalagang pag-isipan.

Ito’y isang pagninilay sa ating kinabukasan.

Sa bawat boto, may kalakip na pananagutan.

DOI  10.5281/zenodo.15221788 

Abstract

This phenomenological research design delves into the 17 teachers as they navigate and determine the lived experiences of the influence of organizational justice, workplace civility, and leadership competency among public school elementary teachers. This research study employed a qualitative research design approach to gain deeper apprehension through collecting and analyzing teachers’ lived experiences through in-depth interviews (IDI) for ten (10) teachers and focus-group discussions (FGD) for seven (7) teachers in the eleven (11) divisions in Region XI through purposive sampling. This study also followed the seven steps of Collaizi’s thematic analysis, providing a more detailed and comprehensive understanding. The findings highlight four essential themes based on the lived experiences in influencing the leadership competency of teachers, and these are connection with people, developing self and others, observance of fairness, and respectful interaction. Likewise, the lived experiences in shaping the teacher's perception are seven essential themes, namely: the qualities of a leader, the capacity of a leader, the challenges of leadership, the characteristics of fair leadership, organizational dynamics, the relationship between leadership and civility, and the barriers to skill acquisition. The findings from the research substantiated the literature, supporting the effects of organizational justice and workplace civility towards leadership competency. Future research should further explore other contextual and relational factors that contribute to leadership development and enrich understanding of effective educational practices.

Keywords: organizational justice, workplace civility, leadership competency

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Abstract

This study looked at local opinions on eliminating administrative responsibilities from public school teachers and how it affected instructional efficacy, leadership dynamics, resource allocation, and school operations. Grounded in organizational change theory, it evaluated DepEd Order No. 002 (s. 2024), which seeks to reallocate tasks from teachers to non-teaching staff thereby improving instruction and administrative processes.

Data were acquired using a mixed-methods approach via questionnaires among 28 educational officials in Caloocan City's North District 1 and 204 public secondary school teachers. Complementing statistical methods like descriptive statistics, Spearman rank correlation, and Mann-Whitney U-test were qualitative replies and thematic analysis.

   Results revealed that cutting administrative burden greatly increased operational efficiency, teacher morale, and instructional time. Less stress, improved student connection, and more classroom involvement were among the reports from teachers. School managers oversaw more precisely. Still recognized, though, were issues including duty ambiguity, opposition to change, and inadequate support for non-teaching personnel. Notwithstanding these problems, the study underlined the long-term possibilities of the strategy under proper application. It suggested a contextualized roadmap including policy changes and leadership approaches to assist the shift. The report supports systematic change and points up important areas for improvement in teacher workload, therefore helping attempts at school reform.

 Keywords: Administrative tasks, Teacher workload, Contextualized implementation, public school system, and educational leadership

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Abstract

This phenomenological research design delves into the 17 teachers to navigate and determine the lived experiences of the influence of 21st century skills and work values on social-emotional competence of public elementary teachers in Region XI. This research study employed qualitative research design approach to gain deeper apprehension through collecting and analyzing teachers’ lived experiences through in-depth interview (IDI) for ten (10) teachers and focus-group discussion (FGD) for seven (7) teachers in the eleven (11) divisions in Region XI through purposive sampling. This study also followed the seven steps of Collaizi’s thematic analysis providing a more detailed and comprehensive understanding.The findings highlight  six essential themes  based on the lived experiences in influencing social-emotional competence of teachers and these are:self-regulation of emotion and behavior, ability to evaluate to social situations,personal and professional growth, improved social-skills, professionalism in the workplace and driving factors for contentment with work. Likewise, the lived experiences in shaping the skills, attitude and commitments on social-emotional competence, three essential themes were emerged: demonstration of teachers’ competence, possession of a positive attitude and passion towards the teaching mission.The findings from the research substantiated the literature, supporting the effects of 21st century skills and work values on teachers’ social-emotional competence.. As evidenced by the data, the researchers endorsed essential recommendations to sustain social-emotional competence like educational institutions should prioritize professional development that focuses on enhancing teachers' competencies, maintaining a positive attitude, and nurturing the passion for teaching. Future research should further explore other contextual and relational factors that contribute to social-emotional development and enriching  understanding of effective educational practices.

Keywords: 21st century skills, work values, social-emotional competence, Region XI teachers

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As humanity becomes increasingly aware of the negative impact that human activity has on the planet, it has become clear that we need to take steps to create a more sustainable future. One way to achieve this is by implementing environmentally-friendly practices in our schools, by creating a sustainable learning environment. We will not only help reduce our carbon footprint, but we also teach our students about the importance of sustainability and empower them to become eco-conscious citizens. In this article, we will explore some strategies for creating a sustainable learning environment in your school.

Start with a Green Audit

Before you can start implementing sustainable practices in your school, it's important to take stock of your current practices and identify areas for improvement. Conducting a green audit will help you to identify where you can make changes and what areas require the most attention. This can include assessing your energy usage, waste management practices, and water usage, as well as identifying areas where you can introduce sustainable practices, such as incorporating renewable energy sources, reducing waste, and implementing recycling programs.

The first step to conducting a green audit is to establish a baseline for the school's current energy consumption. This can be done by reviewing energy bills over a period of time and analyzing the data. Once you have established a baseline, you can then identify areas where energy consumption can be reduced. This can include replacing outdated equipment with energy-efficient models, installing motion sensors to control lighting, and encouraging staff and students to turn off lights and electronics when not in use.

 Introduce Sustainable Energy Practices

One of the biggest contributors to greenhouse gas emissions is the energy we consume. By implementing sustainable energy practices in your school, you can help to reduce your carbon footprint and teach your students about the importance of renewable energy sources. This can include installing solar panels, using energy-efficient lighting and appliances, and encouraging students to turn off lights and electronics when not in use. You can also incorporate renewable energy into your curriculum, teaching students about the science behind solar and wind power, as well as the benefits of using these sustainable energy sources.

Installing solar panels on school buildings is an excellent way to generate renewable energy and reduce your school's carbon footprint. Solar panels can be installed on rooftops or in open areas on the school grounds, and can be connected to the school's electrical grid to power classrooms, offices, and other areas of the school. In addition, by incorporating renewable energy into your curriculum, you can educate students about Page 1 of 3 the science behind renewable energy sources, as well as the social, economic, and environmental benefits of using these energy sources.

Reduce Waste and Encourage Recycling

 Another important strategy for creating a sustainable learning environment is to reduce waste and encourage recycling. This can include introducing recycling bins throughout your school, teaching students about the importance of recycling and how to properly dispose of waste, and reducing the amount of paper and plastic used in the school. You can also incorporate waste reduction into your curriculum, teaching students about the environmental impact of waste and how they can reduce their own waste footprint at home and at school. To reduce waste, it's important to conduct a waste audit to identify the types and quantities of waste generated by your school. Once you have identified the waste stream, you can then develop strategies to reduce waste generation and increase recycling. This can include introducing recycling bins for paper, plastic, and other materials, and educating students about the importance of recycling and how to properly dispose of waste.

Implement Sustainable Transportation Practices

 Transportation is another significant contributor to greenhouse gas emissions. By implementing sustainable transportation practices in your school, you can help to reduce your carbon footprint and promote eco-friendly habits among your students. This can include encouraging students to walk or bike to school, promoting carpooling, and introducing electric or hybrid buses to your school's transportation fleet. You can also incorporate sustainable transportation into your curriculum, teaching students about the environmental impact of transportation and how they can make eco-friendly choices when traveling. This can include teaching students about the benefits of walking, biking, and taking public transportation, as well as the impact of driving solo or using gas powered vehicles. Students can also learn about the carbon emissions produced by different modes of transportation and the role of transportation in climate change.

 To reinforce these concepts, schools can organize field trips and class projects that incorporate sustainable transportation practices. For example, students can take a field trip to a local bike shop to learn about bike repair and maintenance, or work on a group project to design a sustainable transportation plan for their community. By engaging in hands-on learning experiences, students can develop a deeper understanding of the impact of transportation on the environment and the importance of making eco-friendly choices.

In conclusion, creating a sustainable learning environment requires a holistic approach that incorporates a range of strategies. By implementing sustainable energy and transportation practices, reducing waste and encouraging recycling, and fostering a culture of sustainability, schools can reduce their carbon footprint and teach students the importance of environmental responsibility. Through hands-on learning experiences, students can develop a deeper understanding of sustainability and the role they can play in creating a more sustainable future. By embedding sustainability into the school's ethos, values, and decision-making processes, schools can create a lasting impact on the environment and empower students to make a difference in their communities and beyond.

DOI 10.5281/zenodo.15239284 

Education is a collaborative effort that involves a partnership between parents and educators. Parental engagement plays a crucial role in the academic success of children. The involvement of parents in education can lead to better academic outcomes, improved behavior, and positive attitudes towards school. Building a strong partnership between parents and educators requires effort from both parties. Parents should be willing to take an active role in their child's education, while educators should provide an environment that fosters parental involvement.

In this article, we will explore the importance of parental engagement in education and how it can positively impact the academic and social development of children. Firstly, parental engagement in education has been found to be a key predictor of academic success. Studies have shown that students with involved parents are more likely to have higher grades, attend school regularly, and complete homework assignments on time. This is because when parents are engaged, they can provide academic support and create a positive home environment that encourages learning.

Furthermore, parental involvement can also help teachers understand their students better, as parents can provide insight into their child's interests, learning style, and strengths and weaknesses. For example, if a child struggles with math, parents can work with the teacher to develop strategies to help the child improve. This could involve additional practice at home or working with a tutor. When parents and teachers work together, they can create a supportive and effective learning environment that benefits the child.

Secondly, parental engagement in education can improve children's behavior and social skills. When parents are involved, children are more likely to exhibit positive behavior and engage in prosocial activities. This is because parents can set clear expectations and boundaries, monitor their child's behavior, and provide positive reinforcement when appropriate. Moreover, parental involvement can also improve children's social skills by providing opportunities for children to interact with their peers and adults in a supportive and positive environment.

For instance, parents can participate in school events such as parent-teacher conferences, school performances, and volunteer opportunities. By being present in the school community, parents can help create a positive and inclusive environment that benefits all students. Additionally, parents can encourage their child to participate in extracurricular activities, which can help children develop social skills, teamwork, and leadership abilities.

 Thirdly, parental engagement in education can have long-lasting effects on children's academic and social development. When parents are involved in their child's education, they are sending a message that education is important and valuable. This can lead to children developing positive attitudes towards school, which can result in increased motivation, engagement, and a lifelong love of learning. Additionally, parental involvement can also help children develop important life skills, such as problem-solving, decision-making, and communication. For instance, parents can help their child set academic goals and monitor their progress towards those goals. By working together, parents and children can develop a sense of accountability and responsibility that will benefit the child throughout their academic career and beyond.

Despite the benefits of parental engagement in education, many parents face barriers to involvement. Some parents may lack the time or resources to participate in their child's education, while others may feel intimidated or unwelcome in the school environment. To overcome these barriers, educators should make a concerted effort to create a welcoming and inclusive school environment that encourages parental involvement. This can include providing opportunities for parents to volunteer in the classroom, attend school events, and participate in parent-teacher conferences. For example, schools can offer flexible scheduling for parent-teacher conferences to accommodate working parents or provide transportation for parents who may have difficulty getting to the school.

Additionally, educators can use technology to keep parents informed about their child's progress, such as through online gradebooks or communication apps. To build a strong partnership between parents and educators, both parties must be willing to put in effort. Parents should take an active role in their child's education by providing academic support and creating a positive home environment that encourages learning. Educators should provide opportunities for parental involvement and create a welcoming and inclusive school environment that encourages participation.

 Furthermore, it's important to recognize that parental engagement in education is not a one-size-fits-all approach. Every family is different and educators should be flexible in their approach to parental involvement. Some parents may prefer to be involved in the classroom, while others may prefer to help their child at home. It's important for educators to be open to different forms of parental involvement and work with parents to find a solution that works best for their family.

In conclusion, parental engagement in education is a crucial component of a child's academic and social development. When parents and educators work together, they can create a supportive and effective learning environment that benefits the child. Parental involvement can lead to better academic outcomes, improved behavior, and positive attitudes towards school. It can also improve children's social skills, foster a sense of accountability and responsibility, and help children develop important life skills. It's important for educators to recognize the value of parental involvement and create opportunities for parents to be involved in their child's education. By working together, we can help ensure that every child has the opportunity to succeed.

DOI 10.5281/zenodo.15239295 

Sa dinami-dami ng mga propesyon na pwede kong pamilian, bakit ko pinili na maging guro?

Hindi dahil sa impluwensiya ng pamilya sapagkat maliban sa akin at sa aming bunsong kapatid ay wala ng iba pang naging guro sa aming lahi.

Kahit na noong ako ay bata pa ay hindi ko rin ito pinangarap. Hindi katulad ng aming bunso na palagi kong nakikitang naglalaro ng titser-tiseran sa aming likod-bahay. Na ang kanyang mga eskwela ay mga halaman na tanim ng nanay.

Hindi rin dahil na-inspire ako sa aking mga dating guro kahit na ang ilan sa kanila ay talaga namang mahuhusay. Hindi ko minsan man naisip na sumunod sa kanilang mga yapak.

Hindi rin dahil sa ito ang gusto ng aking mga magulang. Alam kong susuportahan nila ako kahit na ano pa mang larangan ang pinili kong pasukin.

Lalong hindi dahil sa kikitain ko sa pagiging guro sapagkat alam naman natin na dito sa ating bansa ay wala talagang yumayaman ng husto sa propesyong ito.

Nakakabawas din ng interes ang dami at walang katapusang gawain na kaakibat ng pagtuturo. Hindi ito kagaya ng trabahong pang-opisina na pagpatak ng alas-singko ng hapon ay maari ka ng umuwi at kinabukasan na ituloy ang mga naiwang gawain. Kadalasan ay iniuuwi ng isang guro ang kanyang lesson plans, class records, test papers, at mga proyektong kailangang markahan. Mahirap kasi isingit ang paggawa ng mga ito sa oras ng pagtuturo.

Kung ganon ano nga ba ang dahilan?

Sa totoo lang hindi ko pa rin alam. Higit dalawampung taon na akong nagtuturo pero di ko pa rin matukoy ang dahilan kung bakit ito ang aking napiling propesyon.

Malamang ito ay dahil sa hindi ko ito talaga pinili. Ako ang pinili ng propesyon na ito.

At simula sa araw na ako ay tumango sa tawag ng propesyon at nag-umpisang paghandaan ang pagiging guro ay hindi na ako lumingon pa. Buong puso at determinasyon ko na itong niyakap. Pinagsikapan ko ng ihanda ang aking sarili para maging mahusay na guro balang araw.

At ni minsan ay hindi ko pinagsisihan ang aking naging desisyon. Sa kabila ng haba ng oras na aking ginugugol sa pagtuturo at sa dami ng gawain na hindi natatapos, masaya ako sapagkat alam ko na nakakatulong ako sa mga mag-aaral na nakaka-attend ng aking mga klase.

Masaya ako na naging makabuluhan ang aking paghahanap-buhay. Ang pagtuturo ko ay pinang-gagalingan ng aming ikinabubuhay pero higit sa lahat nakakatulong ito na mapa-ayos din ang buhay ng ibang tao. Masaya ako sa tuwing makikita ko ang liwanag ng pagkakatuto sa mga mata ng aking mag-aaral. Masaya ako na kasama sila araw-araw. Gumagaan ang aking puso sa tuwing babatiin nila ako at tatawaging "ma’am."

Hindi ko na iisipin kung bakit ako guro. Ang mahalaga ay nandito ako ngayon sa propesyon na itinakda para sa akin.

DOI 10.5281/zenodo.15239375 

Abstract

This study rigorously examines the experiences of Kapampangan teachers actively engaged in the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in Pampanga, Central Luzon, Philippines. MTB-MLE aims to improve educational outcomes by using the local mother tongue as the primary medium of instruction from Kindergarten to Grade 3. Despite the policy's nationwide implementation, limited research exists on its specific application and challenges in the province of Pampanga. This qualitative study explores teachers' perspectives on the benefits, challenges, and coping mechanisms associated with MTB-MLE. Findings highlight the linguistic complexities, resource limitations, and innovative strategies employed by teachers, providing valuable insights for policymakers to enhance program support and effectiveness.

Keywords: MTB-MLE implementation, mother tongue

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