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1
Zøllner, Lilian. "Grundtvigs skoletanker i Filippinerne." Grundtvig-Studier 45, no. 1 (January 1, 1994): 199–228. http://dx.doi.org/10.7146/grs.v45i1.16147.
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Grundtvig’s Educational Ideas in the PhilippinesBy Lilian ZøllnerIn 1991 an initiative was taken to establish a folk high school in the Philippines, based upon Grundtvig’s educational ideas. The project was supported financially by Folkekirkens Nødhjælp (Danchurchaid) and Danida. The establishment of the folk high school was the work of the former Catholic priest, Edicio dela Torre, who was arrested on December 13th, 1974, by the Marcos regime and accused of being one of the leaders of the NDF (the National Democratic Front). On March 1st, 1986, he was released and left the Philippines.In 1991 Edicio dela Torre was invited to give lectures at Danish folk high schools. These meetings resulted in Edicio dela Torre having a vision of setting up a folk high school in the Philippines, where the education was to for life, viz life in the local communities which was fundamental to the work and importance of the grassroots leaders.The folk high school faces great challenges: to overcome earlier experiences with the educational system, to convince the population, to find a place in the non-formal educational offers, to keep the well-educated people in the country, and to cooperate in spite of political and religious differences.
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Gamboa, Jerame N., Catherine G. Danganan, Alberto G. Gamboa, Aileen L. Koh, and Louie Fe S. Villanueva. "Implementation of the senior high school program in public schools in Pampanga, Philippines." Religación. Revista de Ciencias Sociales y Humanidades 5, no. 25 (September 30, 2020): 274–83. http://dx.doi.org/10.46652/rgn.v5i25.644.
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This study is intended to describe and evaluate the implementation of high school in selected schools for the 2016-2018 academic years. Specifically, it found answers on the description of the schools; the evaluation of the pedagogical competencies of the teachers; the evaluation of the work habits, values, and skills of the students; the problems encountered, and the possible contributions to improve the program. A specifically convergent mixed method was used in parallel. The results show that the selected schools offer TVL, HUMSS, and ABM. They have an average of two hundred students or less. Most of their faculty members are with MA units. They observed the Department of Education's policies on admission, retention, and promotion. The dimensions of teaching competencies are considered effective to highly effective, while students' work habits, values, and skills are assessed as highly developed. Problems identified related to the adequacy of teaching materials, lack of stakeholder support, student performance, and the need for specialized teachers. Therefore, it is recommended to improve school facilities, hire teachers for specialized teachers, strengthen partnerships with the business industry, and train teachers in the latest teaching trends, as well as in technology, to make students globally competitive.
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Panaligan, Jan April, and Jimmy Bernabe Maming. "Challenges Encountered by Junior High School Graduates of the School of Tomorrow Program to Senior High School Program in Capiz: A Case Study." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 4 (April 12, 2021): 321–26. http://dx.doi.org/10.11594/ijmaber.02.04.05.
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The School of Tomorrow (S.O.T.) having the Accelerated Christian Education (A.C.E.) here in the Philippines promises that they can give the most advanced twenty-first-century educational system available, but the experiences and grievances of S.O.T. graduates stated otherwise. This case study intends to determine the key informant's experiences in transitioning from Accelerated Christian Education (A.C.E.) institution to conventional schools in Capiz. This study utilized interviews, observation, and data reviews in gathering the data while the Mayring (2002) approach was utilized in analyzing the data. Themes came out from the constructs of the interviewees in Capiz, like S.O.T. curriculum is offered in Pre-School to Junior High School only, difficulty in transitioning from S.O.T. school to conventional schools offering Senior High School Program and conventional schools must be adopted and integrated to the S.O.T. Junior High School. The output of the research is the proposed new S.O.T. curriculum model to help address the existing problems.
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Caleja, Heidi Belle Francisco, and Rebecca Fullero Averion. "Does work commitment and job satisfaction matter to junior high school teachers in the Philippines?" International Journal of Learning and Teaching 12, no. 4 (October 30, 2020): 166–75. http://dx.doi.org/10.18844/ijlt.v12i4.4575.
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This study finds out the relationship between work performance and job satisfaction among teachers of junior high schools in Philippines. They were well aware of the facts of their job satisfaction, e.g., school policies, supervision methods, pay and other benefits, relationships between faculty and students, further growth and promotions, workplace conditions, achievement and recognition, and responsibility and accountability. It was concluded that teachers’ job satisfaction could produce an effectiveness and sustainability in educational institutions. Using a descriptive method, a non-probability convenience sampling was employed for 70 public school teachers. Two existing validated questionnaires were used: the Three-Component Model Employee Commitment Survey, to surface the level of work commitment of teachers in an organisation; and Job Satisfaction Survey, to evaluate the teachers’ overall job satisfaction. Findings show a significant relationship between work commitment and job satisfaction, specifically in terms of position and educational level. In addition, teachers are satisfied with the people within the organisation; however, it also shows that teachers are not satisfied with too much paper work. It is recommended that teachers should consider the teaching job as a profession and as a vocation.
Keywords: High schools in Philippines, job satisfaction, descriptive method, work commitment.
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Tarrayo, Veronico N., Philippe Jose S. Hernandez, and Judith Ma Angelica S. Claustro. "Teachers And Research Practices: Perspectives From English Language Educators In A Philippine University." Australian Journal of Teacher Education 45, no. 12 (December 2019): 73–90. http://dx.doi.org/10.14221/ajte.202v45n12.5.
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Given the paucity of studies regarding research practices of teachers, particularly English language teaching (ELT) practitioners in the ASEAN region and in the Philippines, this study explores the research practices of English language teachers in the Philippines. Using purposive-convenience sampling, a total of 49 teachers of English from a Philippine university were asked to answer a survey. To validate the data, pertinent public university documents were examined, and interviews with the university research heads were conducted. Findings suggest that the teachers were cognizant of the link between teaching and their own and their schools’ research practices. This research also reports the teachers’ positive perception towards research, and high receptivity to and interest in it. However, such research engagement was somehow constrained by factors such as crowded teaching timetables or heavy workload, lack of funding or financial support, difficulty in understanding (e.g., the language) published research, and the challenge of contextualising research findings for classroom use. This paper concludes with a note on how a conducive research climate in a school is a requisite in cultivating teachers’ interest in research.
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Lagahit, Junnecca J. "Depression, Anxiety, and Stress among Senior High School Students in Selected Private Schools." Philippine Social Science Journal 2, no. 1 (July 30, 2019): 114. http://dx.doi.org/10.52006/main.v2i1.63.
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This descriptive-correlational study aimed to determine the prevalence of depression, anxiety, and stress among three hundred twenty (320) senior high school students in selected private schools in Kabankalan City, Negros Occidental, Philippines when they are taken as a whole and grouped according to sex, career track, living arrangement and family monthly income. Specifically, it aimed to determine if there is a significant relationship between the level of depression, anxiety, and stress, and demographic profile of the senior high school students. The data were gathered through the Depression, Anxiety, and Stress Scale (DASS-21). The results of the study revealed that there were significant relationships among the selected demographics, namely, between living arrangement and anxiety, and between sex and stress. Results have an implication on the practice of guidance and counseling and in mental health practice. The findings of this study provided baseline information for an enhanced guidance program.
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Vally, McMichael, Doherty, Li, Guevarra, and Tobias. "The Impact of a School-Based Water, Sanitation and Hygiene Intervention on Knowledge, Practices, and Diarrhoea Rates in the Philippines." International Journal of Environmental Research and Public Health 16, no. 21 (October 23, 2019): 4056. http://dx.doi.org/10.3390/ijerph16214056.
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A school-based water, sanitation, and hygiene (WASH) intervention in the Philippines was evaluated. Students and households from four schools that received the WASH intervention (intervention schools) were compared with four schools that had not (comparison schools). Knowledge of critical handwashing times was high across all schools, but higher in intervention schools. Students reported higher rates of handwashing after toilet use (92% vs. 87%; RR = 1.06; p = 0.003) and handwashing with soap (83% vs. 60%; RR = 1.4; p < 0.001) in intervention versus comparison schools. In intervention schools, 89% of students were directly observed to handwash after toilet use versus 31% in comparison schools (RR = 2.84; p < 0.0001). Observed differences in handwashing with soap after toilet use were particularly marked (65% vs. 10%; RR = 6.5; p < 0.0001). Reported use of school toilets to defecate (as opposed to use of toilet elsewhere or open defecation) was higher among intervention versus comparison schools (90% vs. 63%; RR = 1.4; p < 0.001). Multilevel modelling indicated that students from intervention schools reported a 10-fold reduction in odds (p < 0.001) of school absence due to diarrhoea. In addition to school-based findings, self-reported handwashing at critical times was found to be higher among household members of students from intervention schools. This school-based WASH program appeared to increase knowledge and hygiene behaviours of school students, reduce absences due to diarrhoea, and increase handwashing at critical times among household members.
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Vecino, Corazon T., and Araceli C. Doromal. "The Implementation of Senior High School Work Immersion Program in Selected Public Schools in Negros Occidental." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 37–38. http://dx.doi.org/10.52006/main.v3i2.154.
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Immersion is implemented in different countries all over the world as part of curricular training. Immersion programs started in other countries many years back. However, the Philippines only started three years ago as a program for students' engagement in employment simulation. Since the start of the program, there were emerging issues in the insufficiency of documents to establish its extent of implementation. Hence, the paper assessed the extent of implementation of senior high school work immersion program in selected public schools in the Division of Negros Occidental during the school year 2019-2020 according to the category of school, school location, and designation of implementer in the areas of Curriculum Implementation and Compliance, Work Immersion Delivery Process, Assessment of Student's Progress, Supervision of Work Immersion and Implementation, and Administrative Concerns. Likewise, it identifies the challenges encountered by the implementers and their recommendations in the effective implementation of the immersion program.
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Bernardo, Allan B. I., Fraide A. Ganotice, and Ronnel B. King. "Motivation Gap and Achievement Gap Between Public and Private High Schools in the Philippines." Asia-Pacific Education Researcher 24, no. 4 (September 28, 2014): 657–67. http://dx.doi.org/10.1007/s40299-014-0213-2.
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Maulana, Saima, BAI DONNA ALIMAN, and ZAIDA ULANGKAYA. "SENIOR HIGH SCHOOL ENGLISH TEACHERS’ PUNCTUALITY, ATTENDANCE AND STUDENTS’ ACADEMIC PERFORMANCE." Advances in Social Sciences Research Journal 8, no. 8 (September 5, 2021): 564–70. http://dx.doi.org/10.14738/assrj.88.10695.
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This study sought to determine the Senior High School English teachers’ teaching practices in terms of punctuality, attendance and its relationship to students’ academic performance. Specifically, it determined the Senior High School English Teachers’ level of punctuality and attendance; the Senior High School Students’ level of academic performance in English; and the significant relationships of the teachers’ level of punctuality and attendance and their Senior High students’ level of performance in English. The study used the descriptive-correlational survey method. The respondents of the study were the twenty four (24) teachers of the twelve (12) senior high schools of Maguindanao, Philippines. There were two (2) Senior High English teachers that were chosen randomly from each senior high schools of Maguindanao. It has a total of twenty-four (24) Senior High English Teachers. In every teacher, there are 10 senior high school students chosen randomly with a total of two hundred forty (240) senior high school students. The immediate supervisors of the teachers from the twelve (12) secondary schools answered the research problem number 1, while the final grades in English of the two hundred forty (240) senior high students were taken from their English teachers to answer the research problem number 2. The respondents of this study were chosen randomly using lottery. Pearson’s Product - Moment Correlation Coefficient was used to determine the significant relationship of the level of punctuality and attendance of the English teachers to the students’ level of academic performance. Based on the findings of the study, it is concluded that the Senior High School English Teachers’ level of teaching practices is influenced by their punctuality and attendance. It further concluded that teachers’ punctuality and attendance contributed to students’ level of academic performance in English.
Keywords: Senior High School English Teachers, Punctuality, Attendance, Students’ Academic Performance
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Abad, Mirasol, and Kristine Manalo. "Instructional Competence and Faculty Performance among Maritime Schools in Central Luzon." International Journal of Multidisciplinary: Applied Business and Education Research 1, no. 1 (December 18, 2020): 44–53. http://dx.doi.org/10.11594/ijmaber.01.01.09.
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The study investigated into the maritime faculty quality and excellence in education, mainly because they oversee facilitation of their students learning experiences. The effectiveness of their teaching is one of the factors that determine how well students' cadets would do in their voyage towards knowledge and acquisition. Thus, the advocacy to promote academic excellence and quality maritime education in the Philippines, as Philippine Merchant Marine Academy aims to be a center of maritime research making this institutional research in a regional scope to evaluate the instructional competence and faculty performance among maritime schools in Central Luzon. Descriptive survey design was used and this research was conducted in the ter-tiary level of the public and maritime schools in Region III. School year 2018-2019. The locale of the study is the three school duly rec-ognized by Commission on Higher Education (CHED). The respondents of the study were twenty-eight (28) technical maritime faculty from central Luzon offering a program of study of Bachelor of Science in marine transportation and in Bachelor of Science in marine engi-neering. Questionnaire was the main instrument used for the data collection. Pearson Moment Correlation, ANOVA, means, percentages and standard deviations were used to analyze the data. The results of the study showed that the quality of teachers was high in terms of their academic and professional qualifications, and it did reflect much in the performance of the students.
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Sansaluna, Saima, Lydia Bawa, Amour Camua, and Leonel Untong. "Senior High School Students’ Anxiety and Performance in Learning English." Advances in Social Sciences Research Journal 8, no. 4 (May 6, 2021): 605–12. http://dx.doi.org/10.14738/assrj.84.10018.
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This study focused on the anxiety and performance of the students in learning English specifically in speaking. It sought to find out anxieties and its causes that affect their English performance in terms of inter-language phonology, grammar and meaning system. The study covered the use of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) that measure the English learners’ anxiety levels while learning English in the classroom. The respondents of the study were the selected Grade 12 senior high school students from the selected public schools in Maguindanao Division, Philippines. Descriptive-correlational survey method was used in the study.
The findings show that English language speaking anxiety does exist among Senior High School students in Maguindanao Division and their level of anxiety in learning English is high. It is further concluded that students’ anxiety levels in speaking English in terms of inter-language phonology, inter-language grammar and inter-language meaning system contributed to students’ performance in learning in English.
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Abun, Damianus, Theogenia Magallanes, Jecel Mansueto, Fredrick Agoot, and JeanR Barroga. "RELIGIOUS SELF-REGULATION OF SENIOR HIGH SCHOOL STUDENTS OF CATHOLIC HIGH SCHOOLS IN ILOCOS REGION, PHILIPPINES AND THEIR SUNDAY EUCHARISTIC CELEBRATION ATTENDANCE." International Journal of Advanced Research 6, no. 3 (March 31, 2018): 110–24. http://dx.doi.org/10.21474/ijar01/6656.
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Basaluddin, Kadafi A. "Economic Implications of Senior High School to Parents in Southern Philippines: A Rural-Urban Perspective." Open Access Indonesia Journal of Social Sciences 4, no. 2 (June 11, 2021): 278–93. http://dx.doi.org/10.37275/oaijss.v4i2.53.
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This pioneer study unravelled the economic implications of Senior High School (SHS) curriculum to parents in the rural area of Jolo and the urban center of Zamboanga City. Finding out the significant difference of said implications to parents clustered according to: Area Status, and Children’s Grade Level and Children’s School Type, and SHS-Associated Factors causing financial difficulty to them in both areas are also within the confine of this endeavour. As an expose facto cross-sectoral and evaluative survey, this research employed a qualitative descriptive approach. One hundred twenty seven (127) respondents comprising of parents and senior high principals/coordinators/directors were determined through a Purposive sampling method. Weighted Mean, t-test (Independent Sample-Test), and Ordinal Scales were utilized in analysing the data. The findings are forwarded - The economic implications of the curriculum to parents in both areas are as follows: more spending for school and non-school needs of children, compromised other household expenses and needs of the family, difficulty to support the education of senior high and non-senior high children, compromised expenses on non- senior high children, increased in educational expenses, costly secondary education, increased of daily expenses, financial burden, difficulty to manage income, difficulty to deal with tuition and miscellaneous fees, difficulty to save money, compromised personal and social expenses, need to generate extra income and borrow money to support the education of children, difficulty to extend financially assistance to needy relatives and friends (rural respondents), and difficulty to attend to social obligations on regular basis (rural respondents). As to the extent/intensity of the implications, parents in SCT-SHS and NDJC-SHS in rural area are more affected by the curriculum than the rest. While in urban center, parents in DPLMHS-SASHS and TTNHS-SHS are more affected than those in the four senior high schools. Generally, the extent/intensity of the economic implications of the curriculum to parents in both areas is slight. Income and tuition fee are among the top-ranking pre-determined SHS-Associated Factors causing financial difficulty to parents in rural area and urban center, and in the twelve senior high schools in both areas. Specifically, parents are shelling-out an average of PhP35,000 to 45,000 every year for the senior high education of their children. From the study findings, the researcher developed a model dubbed as Cycle of Despondency. The curriculum increases the private costs of education and burgles effluent family of two years of indispensable child’s contribution in terms of labor opportunity cost. Above all, it is taxing to parents beyond their financial capability to cope. Scrapping it, however, is indubitably not an astute plan. Instead, immediate and sweeping review and modification are prudent stratagems to undertake since it is already running for four years now. Program mitigating its pecuniary repercussions to parents have to be devised, along with inflexible regulation of school fees and charges. The Civil Service Commission (CSC) and corporate entities have to amend some job “educational requirements” to accommodate senior high graduates in the labor market. Studies on the economic aspect of the curriculum must be launched by various social divides - to spot genuine recommendations in aid of legislation and curriculum planning in general and map out alternative methodologies to minimize its impacts to family in particular. Otherwise, the curriculum will completely end up in fiasco.
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ISHIDA, Ken-ichi. "A Study on the Process of the Establishment of Barangay High Schools in the Philippines." Comparative Education 1995, no. 21 (1995): 49–59. http://dx.doi.org/10.5998/jces.1995.49.
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Laureta, Alda Luz N., and Dexter Paul D. Dioso. "Satisfaction of Students and Parents on School Services of Catholic Schools in Southern Antique." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 49–50. http://dx.doi.org/10.52006/main.v3i2.229.
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Service quality is among the determinants that define customer satisfaction, and customer satisfaction can lead to continued customer loyalty. Understanding students' and parents' satisfaction with the student services can help the school identify their strengths and pinpoint the area that can be improved. In the Philippines, part of Catholic education is the high standard of school services. These services include the library, instructional services, information and orientation service, guidance and counseling, student organization/government and activities, student discipline, student publication, admission services, scholarship and financial assistance, food services, health services, and safety and security. Measuring the students' and parents' satisfaction level of satisfaction on school services may help maintain Catholic education's quality. Hence, the study intends to measure and compare the students' and parents' level of satisfaction with all the school services offered in Catholic schools in southern Antique for the school year 2019-2020.
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Marpa, Eliseo P., and Ma Hiyas R. Juele. "Environmental Awareness and Practices among High School Students: Basis for Disaster Preparedness Program." Applied Mechanics and Materials 848 (July 2016): 240–43. http://dx.doi.org/10.4028/www.scientific.net/amm.848.240.
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Inhabitants of Mother Earth are now experiencing the effects of climate change, global warming, ozone depletion, pollution, species extinction, desertification and improper waste management. This phenomenon is global and the Philippines is not exempted from these environmental threats and challenges. Thus, this study on environmental awareness and practices among high school students was conducted. To address this problem, the researchers used descriptive-correlational method utilizing the developed research instrument administered to the 935 participants. Findings of the study revealed that high school students’ extent of awareness and practices was great while moderate in the greening of the environment. Likewise, the same results were obtained when participants were grouped according to the selected variables. However, when grouped according to topography, the extent of awareness and practices of those living in the coastal areas was moderate. Furtheremore, signficnat differences among high school students environmental awareness and practices were observed on the greening of the environment, elimination of pollutants, and maintaning ecological balance. Significant correlation was also noted between high school students awareness and practices. This means that high school students environmental awareness is related to their practices. Thus, it is about time that schools should advocate and integrate environmental education with emphasis on the greening of the environment.
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Castaño, Kathleen Marie N., and Rodrigo A. Litao. "Reflective Inquiry Practices of Instructional Leaders in Public Schools in Manila, Philippines." GATR Global Journal of Business Social Sciences Review 9, no. 1 (March 3, 2021): 10–22. http://dx.doi.org/10.35609/gjbssr.2021.9.1(2).
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Objective - This study aims to explore the reflective inquiry practices of instructional leaders and examine if there is significant difference in the respondents’ reflective inquiry practices based on their personal profile. Methodology/Technique – The survey-questionnaire underwent reliability testing and yielded a result of .936. Appropriate statistical tools such as frequency or mean and ANOVA were used to determine the reflective inquiry practices of the instructional leaders and the significant difference of reflective inquiry based on their personal profile. Finding – The results indicate that the instructional leaders’ level of reflective inquiry practices is high, and it has no significant difference based on their personal profile. However, there exists a significant difference in the respondents’ level of reflective inquiry practices according to years of service and educational attainment. Novelty – Much research has investigated reflective inquiry as a pedagogical practice of teachers, but very few have attempted to study reflective inquiry as a supervisory practice of instructional leaders. There have been no empirical studies that have made use of reflective inquiry in the professional practice of instructional leaders in the local context. Type of Paper: Empirical JEL Classification: I120, I121. Keywords: Reflective Inquiry, Reflective Practice, Instructional Leaders. Reference to this paper should be made as follows: Castaño, K.M.N; Litao, R.A. (2021). Reflective Inquiry Practices of Instructional Leaders in Public Schools in Manila, Philippines, GATR Global J. Bus. Soc. Sci. Review, 9(1): 10 – 22. https://doi.org/10.35609/gjbssr.2021.9.1(2)
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R. Asio, John Mark, Shallimar A. Bayucca, and Edward C. Jimenez. "Child Protection Policy Awareness of Teachers and Responsiveness of the School: Their Relationship and Implications." Shanlax International Journal of Education 9, no. 1 (December 1, 2020): 1–10. http://dx.doi.org/10.34293/education.v9i1.3384.
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In every institution in the country, there are countless stories of children being bullied, abused, or maltreated. This can happen inside a school or outside its premises. A child protection policy is a must to protect these children. This study assesses the child protection policy awareness of teachers and the responsiveness of the schools. It also wanted to know the relationship and program implications. The researchers used a descriptive-correlation research design with the survey as the primary data-gathering tool. 146 teachers from seven different schools in a city in Bulacan, Philippines took part in the survey. The study also adopted an instrument from Macatimpag (2018). To analyze the data, the proponents used mean, t-test, ANOVA, and Pearson-r. The results showed that teachers were aware of the Child Protection Policy program of the Department of Education. However, the responsiveness of the schools is not very high. There were significant differences in the results observed in the awareness of teachers and the responsiveness of the schools. In addition, there is a moderate relationship between the awareness of teachers in the Child Protection policy with the responsiveness of the school about the program. Based on the aforementioned findings of the study,the researchers have provided some implications of the study for future references.
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Baterna, Hazel B., Teodolyn Deanne G. Mina, and Danilo Villar Rogayan. "Digital Literacy of STEM Senior High School Students: Basis for Enhancement Program." International Journal of Technology in Education 3, no. 2 (February 21, 2020): 105. http://dx.doi.org/10.46328/ijte.v3i2.28.
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Digital literacy promotes students’ competitiveness and better opportunity in today’s digital world and in the fourth industrial revolution (FIRe). This descriptive-survey research determined the digital literacy of science, technology, engineering & mathematics (STEM) senior high school students. A total of 130 respondents from two state-owned public high schools in Zambales, Philippines answered the digital literacy survey questionnaire. Results revealed that a typical STEM respondent came from school B, aged between 15-17, female and currently Grade 11. The STEM students are digitally literate to some extent in terms of access and evaluation of information; utilization and management of information; media analysis; creation of media products; effective application of technology; and interaction through technology. There is a significant difference in the extent of digital literacy of students when grouped according to sex and grade level. Moderate significant relationship exists across all domains digital literacy. The study recommends the implementation of the proposed digital literacy working group to enhance students’ digital proficiency and to equip them with the challenges of the FIRe. Teachers may likewise utilize digital devices and information effectively and responsibly towards developing digitally literate citizens.
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Jin, Wan, and Cecilia Junio-Sabio. "Potential Use of Mobile Devices in Selected Public Senior High Schools in the City of Manila Philippines." International Journal of Learning, Teaching and Educational Research 17, no. 4 (April 30, 2018): 102–14. http://dx.doi.org/10.26803/ijlter.17.4.7.
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Lusdoc, Charlotte S., and Rhoda A. Namoco. "Selecting an SPA (special program in the arts) major for high school students using AHP combined with interest inventory." International Journal of Innovative Research in Education 6, no. 1 (June 30, 2019): 1–11. http://dx.doi.org/10.18844/ijire.v9i1.4118.
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The Special Program in the Arts (SPA) is a program by the Department of Education (DepEd) for high school students with potential or talents in the arts, namely, music, visual arts, theater arts, media arts, creative writing and dance. Students enrolled in SPA-identified schools are required to take specialised 2-hour classes daily on their specific majors beginning on their first year as part of their curriculum. The Magallanes National High School (MNHS) in Agusan del Norte is one of the DepEd schools offering in the Philippines. Unfortunately, it is observed that every year, some students are changing SPA majors on their second or third year which causes a problem to the school in arranging their back subjects. Some of the common reasons for shifting include late realisation of interest, career opportunity and expenses. In this study, an interest inventory is conducted among SPA students of MNHS to determine their major inclination. The analytical hierarchy process is then used to compare their different criteria for choosing SPA majors such as late realisation of interest, career opportunity and financial consideration. The results of the study show that most of the students shift to another specialisation due to the late realisation of their field of interest. Evaluation of the students using the proposed method shows that 77% of the students evaluated coincide with the major they are currently taking. Hence, the proposed method may be used to provide assistance to incoming first-year high school students in deciding what SPA major to take to avoid shifting of majors after their first year in high school.
Keywords: Arts, special program, SPA, Magallanes National High School.
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Murniati, Murniati, Rizal Munadi, and Teuku Yuliar Arif. "Analysis of Web Server Security Against Structure Query Language Injection Attacks in ASEAN Senior High Schools." Jurnal Inotera 3, no. 1 (June 30, 2018): 1. http://dx.doi.org/10.31572/inotera.vol3.iss1.2018.id41.
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Cyber crime continues every day that is always trying to exploit security holes that can be infiltrated. The techniques used vary greatly and the intended target can befall anyone, whether government institutions, private institutions, organizations and even educational institutions. One of the techniques used by intruders is the SQLI attack on the web server. This disorder can cause the information presented to be unavailable normally. once control of the database successfully taken over by the attacker, the data will be easily controlled and other attacks can be done against the client. In this study, an assessment of SQLI attacks on senior high schools in some ASEAN countries was conducted. The analysis was performed on the web server of senior high school in seven ASEAN countries. In this article, methods the forensic used to analyze web servers against attacks SQLI. There is still a lot of web server that vulnerable to SQLI. From the analysis obtained on average 20.86% for the type of SQLI in each country. Of the 70 samples of the website showed a study of web server with techniques SQLI is the highest risk level of 27% in Web Server Singapore and lowest risk level of 7% on a Web Server the Philippines.
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M. Virtus, Lilibeth, Arlene Panaligan, and Rosemarie Gutierrez. "CHILD PROTECT: INTENSIFYING LEARNERS WELFARE AND STUDENTS CONFLICT MANAGEMENT IN BANABA WEST INTEGRATED SCHOOL, BATANGAS CITY, PHILIPPINES." International Journal of Advanced Research 9, no. 01 (January 31, 2021): 1029–30. http://dx.doi.org/10.21474/ijar01/12386.
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Introduction/Purpose: Learners behavioral problems are challenging at all academic levels in schools. To improve the learners behavior using learners welfare and protection method in response to child protection policy, this study determined the level of awareness on the causes of students, learners welfare and protection method to be utilized in reducing students conflicts and its results. Method/ Design: Descriptive research design, quantitative in nature is utilized. Purposive sampling technique was used to identify 61 student-participants who experienced conflicts and dealt with the utmost confidentiality and high ethical consideration. Data were collected from the survey questionnaire, anecdotal records as well as interviews, and observations for data validation. Weighted mean was used in data analysis. Results: The study revealed that there is a very high level of awareness of the causes of students conflict in terms of communication and a high level of awareness in terms of personal and social. The methods used in reducing students conflict through the utilization of Learners Welfare and Protection are staff training, negotiation, collaboration, post negotiation. Discussion/ Implications: The strategies used by teachers in school is found to be effective because before the utilization of learners welfare and protection methods, conflicts occurred frequently among students but after the utilization of learners welfare and protection methods, there is a rare case of conflict recorded by the guidance coordinator. These activities may be proposed to further enhance the implementation of learners welfare and protection process in reducing students conflicts in school are staff meeting, strengthening the utilization of school policy, engage the school in organizing suitable social activities and extracurricular programs and projectsfor parents and community and provide feedback and complaints box to create access to the school authority.
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Princess Zarla J. Raguindin, Princess Zarla J., Zhanina U. Custodio, and Ferdinand Bulusan. "Engaging, Affirming, Nurturing Inclusive Environment: A Grounded Theory Study in the Philippine Context." IAFOR Journal of Education 9, no. 1 (February 19, 2021): 113–31. http://dx.doi.org/10.22492/ije.9.1.07.
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Implementing the tenets of inclusive education in different countries may be diverse because of varying interpretations, contexts, and ways of application. In the Philippines, studies that delve into the kind of environment involving Filipino children with special needs are scarce. Thus, through a grounded theory approach, this qualitative paper aims at developing a framework as a means of understanding inclusive environments thriving in an inclusive Philippine setting. Thirty-two special education teachers from three private schools were interviewed, the data being triangulated through class observations. The emerging theory encapsulated three major dimensions to understand concepts of inclusive environment: engaging environment, affirming environment, and nurturing environment. An engaging environment points to having high-standard learning outcomes, promoting collaboration and communication among learners, teachers, and parents, and involving them in decision-making. An affirming environment, on the other hand, denotes practicing expressive and receptive languages, imbibing the sacred worth of class members, and celebrating diversity. Finally, a nurturing environment can be achieved through interdependence and care for the needs of everyone. These dimensions are inter-related and are not standalone. This paper advances that success in the diversified Philippine inclusive classroom context can be achieved through the interdependence of school community members. The question of the significance of the inclusive practices and principles should not be the primary concern of a particular context. Rather, involvement and interdependence to achieve an engaging, affirming, and nurturing environment matter. Ramifications to micro and macro integration of inclusion that support inclusive environments are also discussed.
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Buban, Louie M., and Gerry S. Digo. "MANAGEMENT BELIEFS AND PRACTICES OF ELEMENTARY SCHOOL HEADS ON INSTRUCTIONAL LEADERSHIP." International Journal of Research -GRANTHAALAYAH 9, no. 7 (August 3, 2021): 170–78. http://dx.doi.org/10.29121/granthaalayah.v9.i7.2021.4088.
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This study carry out a content analysis on the features of School Heads Development Program (SHDP) project outputs of school heads in the DepEd Schools Division of Sorsogon Province, Philippines. As part of the content analysis, the SHDP project outputs were categorized for instructional leadership. Also, the management beliefs and practices of school heads on instructional leadership along two-dimensional contracts were out in this study. The statistical tool used were Spearman and computed through the SPSS software program. The results were presented by frequencies in a descriptive way. The date collection technique was survey questionnaire and interview. The results indicated that the features were done, generative, systematic, standard-based and shared manner. School heads’ beliefs are strongly they frequently practiced instructional leadership. It can be concluded also that the management beliefs and practices of school heads on instructional leadership have significant relationship on communicating the school goals to conflict management as leadership process likewise, maintain high visibility to change process, meaning that school heads make use of leadership processes to perform well the instructional leadership function of an instructional leader.
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Tupas, Fernan P., and Ivy V. Agreda. "How to Stop Before It Starts: The Case of an Anti-Smoking Campaign for High Schools in the Philippines." Journal of Educational and Social Research 10, no. 3 (May 10, 2020): 85. http://dx.doi.org/10.36941/jesr-2020-0048.
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One of the most common problems in the education system in northern Iloilo is students are escaping from classes to smoke with friends and classmates. This act resulted to slow performances in all subject areas. This research aims to find out the influence of anti-smoking campaigns such as symposiums, posters, lectures and video clips to the Junior High School students in northern Iloilo, Philippines. All the students were classified into three categories; non-smokers, second-hand smokers, and smokers. Two from each category were purposively selected. Interview and observation were utilized. The study revealed that non-smokers assured that they will not get involved in this kind of vices, second-hand smokers vowed to encourage their parents, relatives, friends, and classmates to stop cigarette smoking, and smokers to stop smoking because of the results to our organ systems. Health is very important to all the informants. Also, many of these participants belong to below-average learners. In this study, anti-smoking campaigns are effective methods to discourage students to smoke. No e-cigarettes smokers in the group because of its values. Parents and guardians play a vital role in the implementation of this advocacy. Also, the local government units should regulate the implementation of policies and ordinances regarding the smoking of minors. Thus, anti-smoking campaigns and messages could be excellent avenues to educate students about ordinances and laws, and the effects of smoking on our health.
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Ancho, Inero. "EXPLORING TEACHERS’ RESEARCH COMPETENCY: INPUTS TO POLICY ENHANCEMENT." ETERNAL (English, Teaching, Learning, and Research Journal) 5, no. 2 (December 31, 2019): 203. http://dx.doi.org/10.24252/eternal.v52.2019.a2.
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Using a convenience sample of 120 elementary, high school and senior high school classroom teachers in a City Schools Division, province of Bulacan, Philippines, the respondents were asked to complete a survey on general research skills and quantitative and qualitative research skills. The study explored the current status of teachers’ research competence. The results and findings of this study will serve as bases for policy enhancement. The policies anchored on concrete and evidence-based viewpoints contribute to successfully developing a culture of research among basic education teachers. As findings of the study reveal the current status of teacher-respondents regarding their research skills, overall numerical rating pegged to be “fair” when interpreted; it reflects a much serious state about their plight. The prerequisite to the successful implementation of research programs for teachers is on the basic assumption that teachers possess the necessary skills to do the task. Also, this is then being enhanced by revisiting teachers’ workload. Moreover, the presence of funding programs for teachers’ research projects exhibits a positive development in strengthening support for teachers’ professional development.
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Latorza, Walter Coronado. "Explicit Phonetic Instruction and Pronunciation Skills of Grade 10 High School Students." Journal of Critical Studies in Language and Literature 1, no. 4 (October 18, 2020): 47–54. http://dx.doi.org/10.46809/jcsll.v1i4.42.
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The Explicit Phonetic Instruction-Centered (EPIC) Module is a compilation of topics and exercises in English pronunciation made and modified by the researchers where the explicit phonetic instruction is highlighted as the main approach to enhance the pronunciation skills of the respondents. The study is aimed at evaluating, validating, and determining the effectiveness of the EPIC Module and its actual delivery conducted to the Grade 10 students of Kauran National High School in the Philippines. A panel consisting of five teachers from different schools served as evaluators of the module to validate its content, relevance, acceptability and instructional quality. To determine how the module was delivered, another five English teachers observed and evaluated the researcher-teachers in the implementation of the module. The respondents of the study for both the experimental and control groups were chosen randomly. The researchers used mean in the validation of the module and in the performance of the researcher-teachers based on the delivery of the module. To identify whether there was or no significant difference on the respondents’ performance and mean gain scores, t-test was used. The findings revealed that students in experimental group improved their pronunciation skills significantly due to the intervention of the EPIC Module and its excellent delivery. It was statistically verified that the use of EPIC Module apparently improves the English pronunciation skills of the respondents.
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IMPAS, RUELAN TEÑAJORA. "The Moderating Effect of Time Management on the Relationship between Quality of Work Life and Personal Effectiveness of Junior High School Teachers in Davao Region." International Journal of Management Excellence 12, no. 1 (December 31, 2018): 1713–26. http://dx.doi.org/10.17722/ijme.v12i1.1039.
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The ultimate aim of this study was to determine the moderating effect of time management on the relationship between quality of work life and personal effectiveness of junior high school teachers in Davao Region. Adapted survey questionnaires were given to a sample of 400 teachers from public junior high schools in the region. Findings revealed that the levels of quality of work life, personal effectiveness and time management are high. Further, findings revealed that quality of work life is significantly related to personal effectiveness. Time management also showed a positive significant relationship to personal effectiveness. To determine the moderating effect of time management, a logistic hierarchical regression was employed in this study. Results revealed that time management has no significant moderating effect on the relationship between quality of work life and personal effectiveness. Teachers who have higher and lower levels of time management demonstrated the same degree of personal effectiveness as influenced by quality of work life.
Keywords- education; moderating effect; personal effectiveness; Philippines; quality of work life; time management
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Tabao, Shamseda Azis. "Unfolding Teachers’ Professional Development Through Public School Administrators’ Varying Practices For The K-12 Program." Conference Proceedings of Educational Paradigm, Systems and Strategies, no. 5 (November 28, 2020): 10–19. http://dx.doi.org/10.21016/5.062022.19.022o.
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There is no denying that professionals, including teachers, need to develop their knowledge and skills to be able to deliver their duties exemplarily. As expected, school heads should be supportive of the teachers’ quest. Hence, this study ventured to determine the practices of school heads that foster teachers’ professional development in terms of four aspects: (1) provisions of opportunities for professional growth; (2) assessment of teachers’ training needs; (3) conduct of in-service trainings; and (4) financial support. The investigation also included assessing the teachers’ development in terms of pedagogical knowledge and skills. A total of 172 teachers from seven (7) public high schools representing nine (9) districts of Marawi City, Philippines participated in this study. Data were collected through a survey questionnaire constructed based on the indicators of the Performance Appraisal System for School Administrators under Staff Development and the National Competency-Based Teachers Standards (NCBTS). Based on the findings, the respondents disclosed that their school heads show only moderate support for the first three aspects of professional development, with conducting of in-service trainings receiving the highest support among them. However, financial support for teachers’ professional development was low due to the lack of funds for public schools. These led to the conclusion that professional development is difficult to some teachers, especially in the context of the study, because school heads do not fully support them. Conspicuously, some impeding factors are behind this phenomenon, and immediate solutions are imperative to address such hindrances.
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Antipolo, Ace Mark R., and Danilo V. Jr Rogayan. "Filipino prospective teachers’ experiences in teaching in K12 science curriculum: A cross-sectional research." JPBI (Jurnal Pendidikan Biologi Indonesia) 7, no. 1 (March 30, 2021): 1–10. http://dx.doi.org/10.22219/jpbi.v7i1.15468.
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The K12 science curriculum in the Philippines uses spiral progression which is a concept of learning approach where students revisit the same topics throughout their school career that increases complexity and reinforcement of previous learning. This cross-sectional study determined the experiences of Filipino prospective science teachers (PSTs) specializing in biology and physical science in teaching in the K12 science curriculum with emphasis of their challenges. The respondents of this study were 30 PSTs in five teacher education institutions (TEIs) in Central Luzon, Philippines. Results revealed that the PSTs rarely experience teaching challenges in the K12 science curriculum in terms of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and in personal growth and professional development. No significant differences were noted in the challenges of PSTs when grouped according to profile variables. A positive significant moderate to high correlations were noted between and among the challenges variables. The study suggests that the administration continuously spearhead in-house seminars and equip prospective teachers with innovative teaching strategies. TEIs may also consider curriculum review to align the course syllabi in the teacher education curriculum to the Department of Education curriculum. Schools may further evaluate the policies, standards, and guidelines of the teacher education curriculum to make the science education degree programs relevant.
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Araiz, Julcon Avanceña. "Profile and Level of Competence of Information and Communications Technology (ICT) Coordinators among Secondary Schools in the Division of Davao del Sur." JPAIR Multidisciplinary Research 32, no. 1 (July 31, 2018): 124. http://dx.doi.org/10.7719/jpair.v32i1.579.
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ICT Coordinators play a significant role in the effective delivery of education in every school. There have been many studies carried out in relation to ICT, but less has been done dealing specifically with ICT Coordinators. The study aimed to find out the Level of Competence of ICT Coordinators in the 57 Secondary Schools in the Division of Davao del Sur, Philippines. A descriptive-correlational method was used in the study. The research instrument patterned to the NICS developed by the CICT (2006) was used in the data-gathering procedure. Data were analyzed using mean, chi-square, pearson r correlation coefficient and t- test. Results showed that ICT coordinators were intermediate in Technology Operations and Concepts, Social and Ethical, and Pedagogical Domains, but basic in the Professional domain. Likewise, significant relationships were not established with regard to their gender, age, educational attainment, length of service and position. The findings suggest that ICT Coordinators need to upgrade their level of competence in the Professional Domain to become more proficient and capable in performing their duties and responsibilities through seminar-workshops related to professional growth and development, research, innovation, and collaboration. To maintain their high level of competence, a continuing high-quality training program should be provided in the entire Secondary Schools in the Division of Davao del Sur.
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Romerosa, Peter G. "Appropriating Public Private Partnership in Senior High School Program: A Socio-Cultural Approach to Policy Making." Udayana Journal of Law and Culture 2, no. 1 (May 25, 2018): 52. http://dx.doi.org/10.24843/ujlc.2018.v02.i01.p03.
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The implementation of the Senior High School program in the Philippines illuminates the State’s response to the changing landscape of the global market economy. Its salient features focus on the additional two year-senior high school program which highlights the development of middle level skills for national development and global competitiveness. In order to concretize the implementation of the program, the State entered into collaboration with the private schools which is commonly known as Public Private Partnership (PPP). In this collaboration, the government provides the guidelines and financing while the private educational institutions provide the academic service. Framed from a socio-cultural approach to policy making in education, this study aimed to unpack a particular implementation of PPP of a private institution in an urban area, examine the institutional policies that were created in response to PPP, and interrogate the impacts of these policies on micro social processes. Using interviews and focus group discussions for methodology, the researcher drew narratives and insights from on-the-ground actors. Further, the investigation looked into how authorized policy actors (school administrators) and nonauthorized policy actors (teachers, parents, and students) are appropriating policies within the operational framework of the PPP in the implementation of the senior high school program. The results demonstrated that multi- layered appropriation and exercise of the agency were explicitly and implicitly deployed in diverse social spaces by actors as a pragmatic and creative response to the new educational arrangement. The paper provides a lens to further develop under-standing on how policy appropriation and production from the local context can inform institutional approaches in facilitating relevant student experience within the realm of PPP in education.
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Go, Marivel Bayona, Rodolfo A. Golbin Jr., Severina Velos, and Glynne Bate. "Filipino Teachers' Compartmentalization Ability, Emotional Intelligence, and Teaching Performance." Asian Journal of University Education 16, no. 3 (October 18, 2020): 27. http://dx.doi.org/10.24191/ajue.v16i3.7912.
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Teachers, as individuals outside the classroom, deals with their problems yet are still expected to display desirable dispositions during student interaction. Thus, the strategy for regulating thoughts and emotions is vital for effective teaching. This study aims to measure Filipino teachers' problem compartmentalization ability, their level of emotional intelligence, and teaching performance, mainly when they experienced personal issues. It also seeks to determine the relationship among variables. Validated researcher-made and adopted instruments were administered to the 140 teachers from different public schools in the Cebu province, Philippines. The tools were subjected to validity and reliability tests. The gathered data were analyzed using the weighted mean and Spearman rho coefficient. Findings revealed that Filipino teachers have a high ability to compartmentalize their problems. Also, they have a high level of perceiving, understanding, managing, and using their emotions. They also display positive disposition when they are in the classroom showing their good performance despite their personal issues. Statistically, Filipino teachers' emotional intelligence and their problem compartmentalization ability were positively and significantly correlated to their teaching performance. Hence these approaches may be included by the school leaders in teachers' training for the improvement of their well-being.
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Erick, T. Baloran, and T. Hernan Jenny. "Emotions, Stressors, Coping Strategies, and Motivational Factors in Private Higher Education Institutions amid COVID-19 Pandemic." Journal of Clinical Cases & Reports 3, S4 (December 31, 2020): 12–18. http://dx.doi.org/10.46619/joccr.2020.3.s4-1004.
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Private school teachers among Higher Education Institutions (HEIs) continue to strive to sustain quality education despite the psychological impact of the COVID-19 crisis. This study aimed to assess the emotions, stressors, coping strategies, and motivational factors of private HEI's teachers in Southern Philippines. Both negative and positive teachers' emotions were observed. Low salary scheme was the primary teachers' stressor. But, teachers utilized helpful strategies to cope with stress. Several motivational factors were seen as significant steps for their institutions to implement and follow. The high level of stressors of teachers during the pandemic influences the emotions towards the community and work situations. As they increasingly practice varied coping strategies and augment motivation to continue to work despite the situation, the better emotional state with lesser adverse feelings they will have. Government support is needed to aid private schools to continue the quality delivery of higher education. It is necessary to address stress-related problems of teachers during the pandemic, and help them strengthen their coping practices and motivation at work.
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Encila, Mary Grace F., and Dennis V. Madrigal. "Balancing Work-Family Roles: The Experiences of Solo Parent School Administrators." Technium Social Sciences Journal 20 (June 8, 2021): 100–107. http://dx.doi.org/10.47577/tssj.v20i1.3570.
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The rising educational attainment for women and economic uncertainty gave rise to high maternal employment rates and the global labour force participation of women. Often working mothers, are put into the complexities of work and family life, resulting in stress and perplexity of values and priority. The phenomenological paper intends to explore the day-to-day life experiences and the balance of work-home life of school administrators involved in solo-parenting in the Diocesan Schools of Negros Occidental, Philippines. The data were collected using an in-depth interview from four school administrators chosen through purposive sampling. Thematic analysis following Lichtman's three Cs: coding, categorizing, and conceptualizing was used to analyse the data. The findings show that playing the role of an administrator and being a solo parent at the same time is both a challenging and rewarding task. School administrators employed various coping mechanisms such as seeking external help and involving in productive activities to manage daily stressors. In the absence of their spouse, time management is essential, and spending quality time with children is always a priority. The findings may provide baseline data for designing and implementing stress management programs to ensure the balance of work-family roles.
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Sangalang, Stephanie O., Shelley Anne J. Medina, Zheina J. Ottong, Allen Lemuel G. Lemence, Donrey Totanes, John Cedrick Valencia, Patricia Andrea A. Singson, et al. "Protocol for a Trial Assessing the Impacts of School-Based WaSH Interventions on Children’s Health Literacy, Handwashing, and Nutrition Status in Low- and Middle-Income Countries." International Journal of Environmental Research and Public Health 18, no. 1 (December 30, 2020): 226. http://dx.doi.org/10.3390/ijerph18010226.
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Diarrhea, soil-transmitted helminth infection and malnutrition are leading causes of child mortality in low- and middle-income countries (LMICs). To reduce the prevalence of these diseases, effective interventions for adequate water, sanitation, and hygiene (WaSH) should be implemented. This paper describes the design of a cluster-randomized controlled trial that will compare the efficacy of four school-based WaSH interventions for improving children’s health literacy, handwashing, and nutrition. Interventions consisted of (1) WaSH policy reinforcement; (2) low-, medium-, or high-volume health education; (3) hygiene supplies; and (4) WaSH facilities (e.g., toilets, urinals, handwashing basins) improvements. We randomly allocated school clusters from the intervention arm to one of four groups to compare with schools from the control arm. Primary outcomes were: children’s health literacy, physical growth, nutrition status, and handwashing prevalence. Secondary outcomes were: children’s self-reported health status and history of extreme hunger, satisfaction with WaSH facilities, and school restrooms’ WaSH adequacy. We will measure differences in pre- and post-intervention outcomes and compare these differences between control and intervention arms. This research protocol can be a blueprint for future school-based WaSH intervention studies to be conducted in LMICs. Study protocols were approved by the ethics committees of the University of Bonn, Germany, and the University of the Philippines Manila. This trial was retroactively registered, ID number: DRKS00021623.
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MAROHOMBSAR, ASLIMA M. "Modular Approach: Its Effect on Learners’ Reading Attitude and Proficiency in the New Normal." International Journal of Linguistics Studies 1, no. 1 (July 15, 2021): 16–51. http://dx.doi.org/10.32996/ijls.2021.1.1.3.
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In March 2020, the coronavirus disease (COVID-19) pandemic forced schools in the Philippines to stop face-to-face learning activities and abruptly shift to modular approach. In practical sense, the modular approach situates Filipino students to learn in the comfort of their homes. Reading attitude is the feeling that results in the adoption or avoidance of positive reading habits. Along this line of thinking, the study was conducted to determine the effects of modular approach on the reading attitude and reading proficiency of Grade 3 learners in Mindanao State University- Integrated Laboratory School. The research employed a descriptive correlational research design. A standardized test questionnaire was used to gather data and distributed to 128 both learners and parents in Grade 3. Results divulged that majority of the respondents aged 10 years old. Majority of respondents’ parents’ educational attainment was high school graduate. Further the relationship between the learners’ profile and perceived effect of modular approach and their profile showed that the learners’ perceptions are not significantly related to their profile. However, the modular approach does not affect their reading attitude and reading proficiency. To address the modular approach problem encountered by the respondents, an Enhanced English Reading Module is hereby recommended.
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Paller, Vachel Gay V., and Emmanuel Ryan C. de Chavez. "Toxocara(Nematoda: Ascaridida) and Other Soil-Transmitted Helminth Eggs Contaminating Soils in Selected Urban and Rural Areas in the Philippines." Scientific World Journal 2014 (2014): 1–6. http://dx.doi.org/10.1155/2014/386232.
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The extent of contamination of soils with soil transmitted helminthes (STH) eggs, particularlyToxocara, was determined in selected urban and rural towns of Laguna, Philippines. Soil samples were collected from public schools, house yards, and empty lots. Results revealed that, of the 1480 soil samples collected, 460 (31%) were positive for STH eggs.Toxocarasp. was the most prevalent (77%), followed byAscarissp. (11%), hookworms/strongyles/free-living nematodes (7%), andTrichurissp. (5%). Some soil physicochemical parameters were also determined and associated withToxocaraeggs prevalence and density in soil. Results revealed thatToxocarasp. eggs were most prevalent in less acidic, relatively high temperature and high moisture soil conditions. They were also prevalent in sandy, silty, and loamy soil textures but less prevalent in clayey. No significant differences were found between depth 1 (0–5 cm) and depth 2 (6–10 cm). This study revealed thatToxocarasp. eggs are ubiquitous and the extent of contamination in soils from the selected towns of Laguna is relatively high. Hence, the data generated in this study can be used in promoting public awareness, particularly for pet owners and local health officials, for effective prevention and control of this parasitosis.
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Walag, Angelo Mark P., Dan Christer C. Gadian, Ivy P. Walag, Morie Allen G. Merlas, Louella V. Larosa, Sydney P. Lumantas, and Ma Corazon Salugsugan-Joaquin. "Adolescent Pregnancy and Family History of Adolescent Pregnancy in El Salvador City, Philippines." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 10, no. 1 (March 23, 2018): 259–74. http://dx.doi.org/10.29173/cjfy29351.
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Adolescent pregnancy has been a common problem not only in the Philippines but also in most countries of the world, may it be developing or first world. In this study, the prevalence of adolescent pregnancy was determined throughout the 15 barangays in El Salvador City using a correlational-descriptive approach. A total of 497 respondents were taken into consideration. The majority of the respondents were 16-18 years old at the time of the study and came from barangay Molugan and Poblacion. Adolescent pregnancy was also determined to be at 32.39% or 161 out of the 497 respondents which is relatively high and comparable to the neighboring countries in Asia. Correlational statistics was also employed to determine the correlation between prevalence of adolescent pregnancy and family history of adolescent pregnancy. A range of strong negative, no relationship, strong positive, to negligible relationship was shown in all 15 barangays. Six out of the fifteen barangays showed positive relationship while five barangays showed negligible relationship. Overall, there was a negligible relationship between the variables studied. This supports the idea that adolescent pregnancy is a multifactorial problem which requires multifaceted intervention strategies and approaches to minimize adolescent childbearing risks. Furthermore, it is recommended that various steps should be taken to develop pregnancy prevention intervention programs targeting young women according to maternal and sibling adolescent pregnancy histories, increase awareness campaign in schools and public places on the risks of adolescent pregnancies, and lastly to improve childhood intervention and youth development programs for reducing unintended and unplanned adolescent pregnancy.
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Flores, Imelda M. "Correlates of Mathematics Performance of Students in Public Secondary Schools in the Division of Batangas, Philippines: Basis for Mathematics Intervention Programs." World Journal of Educational Research 6, no. 2 (April 19, 2019): 248. http://dx.doi.org/10.22158/wjer.v6n2p248.
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<p><em>The study determined the correlates affecting the Mathematics performance of Junior High students in selected public secondary school in the Division of Batangas, Philippines which served as basis for the proposed Mathematics intervention programs to enhance students’ performance in Mathematics. It looked into the scholastic standing of students as shown in their grade in Elementary Mathematics and grade in Geometry. Further, it also determined the extent of effect of the four correlates which includes; study habits, attitude towards Mathematics, fear and anxiety, and parental involvement to the Mathematics performance of students. Furthermore, it also identified which of the aforementioned correlates determines their performance. The researcher used the descriptive method of research using probability sampling technique to identify the respondents of the study. There were 379 students who participated in the survey. Result of the study revealed that most of the students are approaching proficient level relative to their elementary mathematics grade, and on the beginning level in geometry. It was also found out that all the four correlates affected the Mathematics performance of students to a great extent. Moreover, it was revealed that study habits, fear/anxiety level and parental involvement determined their elementary Mathematics and Geometry performance. In light of the forgoing, the Mathematics intervention programs are believed to help teach the right attitude and study habits required to do well in enhancing mathematics learning</em><em>. </em><em></em></p>
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Oducado, Ryan Michael, Cyruz Tuppal, Homelo Estoque, Jonaid Sadang, Daryl Superio, Don Vicente Real, Mary Nellie Roa, et al. "Internet use, eHealth literacy and fear of COVID-19 among nursing students in the Philippines." IJERI: International Journal of Educational Research and Innovation, no. 15 (May 3, 2021): 487–502. http://dx.doi.org/10.46661/ijeri.5520.
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The COVID-19 outbreak situation brought into focus not only the safety but also the mental wellbeing of nursing students. At present, the level of fear of COVID-19 and associated factors among nursing students in the Philippines is not well understood. This cross-sectional online survey determined the relationship between Internet use and eHealth literacy with fear of COVID-19. One thousand three hundred and sixty-seven (n=1,367) answered an online survey using the adopted eHealth Literacy Scale (eHEALS), and Fear of COVID-19 Scale (FCV-19S) administered from May 1 to 15, 2020. Descriptive statistics, tests for differences, and correlational analysis were performed. Results indicated that the composite score of the FCV-19S was 3.65, indicating moderate to high levels of fear. Fear of COVID-19 significantly differed based on sex, year level, and location. A significant inverse relationship was found between the average daily use of the Internet and fear of COVID-19. On the other hand, no significant association was noted between eHealth literacy and fear of COVID-19. The first wave of the COVID-19 outbreak has resulted in a far-reaching impact on nursing students' psychological wellbeing. This study highlights the value of the Internet and its use during the outbreak may not always lead to higher fear related to COVID-19. Nursing schools may need to create strategies to promote regulated and responsible Internet use, address students' mental health concerns and develop interventions to respond proactively to mitigate or reduce fear among nursing students during the pandemic.
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E. Alvendia, Flordeliza. "Personality Characteristics of Polytechnic University of the Philippines (Pup) Entrance Scholars from Public and Private High Schools from the Urban and Rural Areas: A Comparative Study." i-manager’s Journal on Educational Psychology 1, no. 1 (July 15, 2007): 36–46. http://dx.doi.org/10.26634/jpsy.1.1.458.
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Pontejos, Alfredo Q. Y. "Carlos F. Dumlao, MD (1950-2018)." Philippine Journal of Otolaryngology-Head and Neck Surgery 33, no. 2 (November 13, 2018): 65. http://dx.doi.org/10.32412/pjohns.v33i2.291.
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Carlos F. Dumlao, ‘Caloy’ as he is fondly called by friends, was born in Bayombong, Nueva Vizcaya on November 4, 1950. He studied in the Bayombong Central School for elementary, then the Nueva Vizcaya High School, graduating valedictorian from both schools. He took his B.S. Pre-Med in the University of the Philippines (U.P.) Diliman, finishing in 1970. He then entered the U.P. College of Medicine and graduated in 1975. He is a brod in the Mu Sigma Phi Fraternity where I got to know him. He was one-year senior and he would always have a helping hand to anyone in need. He looked fearsome because of his bulk and stance but deep inside he had a soft heart and was very humble, for a guy who happened to be a son of a governor.
Faith would have that we would be together again in the Department of Otolaryngology in the Philippine General Hospital. He was my immediate senior and helped and taught me the rudiments of surgery. He was one of the "fastest guns alive" that he could finish a laryngectomy in an hour.
Because of the prodding of Dr. Mariano B. Caparas, he took up the challenge of practicing in Baguio with the objective of establishing a training program there. The first few years were a challenge to him because he was not welcome there. The senior surgeons frowned on the fact that he performed head and neck surgery, particularly thyroidectomy. But he persisted and even befriended them. He succeeded in forming a Department of Otolaryngology - Head and Neck Surgery in the Baguio General hospital. He gave much of his time and talent to that department and has produced a good number of diplomates and fellows.
He was unpretentious. What you see is what you get. He was also a true friend and a dedicated family man. He was faithful to Josie, his wife and his children Janie, Dessy, Biboy, Joboy and Popo.
One measure of success of a leader is the number of successors you have produced. He has done well in this. He has given much of himself to Baguio General Hospital, the Philippine Society of Otolaryngology – Head and Neck Surgery (PSO-HNS) Northern Luzon Chapter and to the PSO-HNS as a whole. His legacy will live on in his graduates in Baguio General Hospital and through his son Popo who just passed the Philippine Board of Otolaryngology – Head and Neck Surgery diplomate board examinations. Caloy, you have left you mark in Northern Luzon, particularly in Baguio City. May you rest in peace in God’s bosom.
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Blanco, Quiana Althea, Mark Lyster Carlota, Ashley Janine Nasibog, Beatriz Rodriguez, Xydel Vie Saldaña, Elaisha Carmel Vasquez, and Flordeliza Gagani. "Probing on the Relationship between Students' Self-Confidence and Self-Efficacy while engaging in Online Learning amidst COVID-19." Journal La Edusci 1, no. 4 (December 12, 2020): 16–25. http://dx.doi.org/10.37899/journallaedusci.v1i4.220.
Full textAbstract:
The onslaught of the Coronavirus-19 disease around the world has shaken the physical and mental well-being of the global citizenry. The student populace in particular faces added burdens and struggles in light of the pandemic due to the abrupt shift in learning modality and educational delivery to cope with the "new normal." Hence, this study aims to probe the relationship between self-confidence and self-efficacy among the randomly selected sixty (60) Grade 12 students of the University of San Carlos, Cebu City, Philippines while engaging themselves in online learning amidst COVID-19 through a descriptive correlational study. Data were gathered online using valid and reliable 4-point adapted Likert-type survey questionnaires. Results revealed that both self-confidence (x ̅= 2.61, SD= 0.84), and self-efficacy (x = 2.83, SD= 0.80) were described as high. Pearson's r correlation was also found to be significant, r (58) = .2144, p = .000059, p<0.05, which led to the rejection of the null hypothesis and led to the conclusion with at least 95% confidence that there is a moderately high positive correlation (r=0.50) between the levels of self-confidence and self-efficacy among the students while engaging in online learning. It is recommended that schools should instill policies to augment students' self-confidence and self-efficacy levels to guarantee optimal learning outcomes despite the current setting. It is also recommended that future researchers explore the same variables in public schools and far-flung areas to discover the conditional differences amidst the similarity of the shared experiences during the pandemic time.
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Estrera, Edwin B. "A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum." IAFOR Journal of Education 8, no. 4 (November 27, 2020): 25–44. http://dx.doi.org/10.22492/ije.8.4.02.
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This study examines the perception of Humanities and Social Science teachers among public Senior High Schools in the Department of Education’s Humanities and Social Sciences strand in the Philippines. It uses Erden’s element-based model of evaluation by considering the alignment to the goals of the Humanities and Social Sciences disciplines, the purpose, and core courses of the program, and the teaching-learning process. It also uses Tyler’s Rationale as frameworks in assessing the curriculum. Likewise, the study examines the problems and difficulties in curricular implementation. Upon administering a survey to 25 Humanities and Social Science teachers among four public senior high schools, data revealed that the respondents perceived the curriculum goals, and the purpose of the program as highly observed, while the core courses of the program and teaching-learning process were satisfactorily observed in the curriculum. Also, sex and age were not factors in their level of assessment of Humanities and Social Science goals. The problems and difficulties encountered by teachers included unbalanced time allocation of learning competencies, lack of available learning materials, and lack of specialized teachers. Based on the findings, it is suggested that the government provide stronger teacher support programs to address the gap in curriculum implementation. The K to 12 program also needs a full review, as the study only provides a presurvey to more significant institutional issues. While the Humanities and Social Science curriculum appears aligned with the goals of their disciplines, and to the country’s educational goals, its realization still depends upon the teachers’ implementation in the classroom level.
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Canonigo, Allan M. "Using a non-coercive process to engage mathematics teachers in lesson study." International Journal for Lesson and Learning Studies 5, no. 4 (October 10, 2016): 329–47. http://dx.doi.org/10.1108/ijlls-02-2016-0004.
Full textAbstract:
Purpose While lesson study may be powerful, it may also be either misguided or superficial. Further, cultural change is difficult and norms such as teacher isolation and autonomy are well entrenched. These concerns point to the need for a non-coercive process that has a positive focus, is essentially self-organizing, encourages deep reflection, and avoids the pitfalls of manipulation by school administrators and or knowledgeable others. The paper aims to discuss these issues. Design/methodology/approach Using a qualitative case study framed by an appreciative inquiry (AI) theoretical research perspective, the author documents the experience of teachers who worked through a complete lesson study cycle with tenth-grade Mathematics in the Philippines, systematically reconstructed from field texts and deliberate co-construction techniques. Findings AI can provide the inclusive collaborative relationship for lesson study to be non-coercive because it takes into account the teachers’ voices, provides a relational space for interactions, offers opportunities for meaningful dialogue, empowers teachers to take action, and manages cultural differences, which avoid the dangers of contrived collaboration that are used to manipulate and control teachers. Thus, many of the benefits of lesson study were achieved through deepened relationships and more collegial atmosphere in the schools. Research limitations/implications The study was conducted in a public high school participated by three mathematics teachers teaching grade 10. This paper limits only to social interactions and dynamics that emerged when the lesson study was first introduced in a particular school. As its limitation, it did not include revisions of the lesson developed, because this study concerned only on describing the process to engage mathematics teachers in lesson study. Social implications This paper poses that more attention needs to be given to the key issues related to social interactions and group dynamics that emerge when lesson study is introduced to existing school cultures and stakeholder relationships. Originality/value This first-hand account of using AI as a non-coercive process for teachers to change their practice to collaborate through lesson study hopes to prompt a conversation about the role of culture for lesson study to be successful in schools.
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Racca, Robelle Millie Ann B., and Ronald Candy S. Lasaten. "English Language Proficiency and Academic Performance of Philippine Science High School Students." International Journal of Languages, Literature and Linguistics 2, no. 2 (June 2016): 44–49. http://dx.doi.org/10.18178/ijlll.2016.2.2.65.
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Bete, Aisie Oyammi. "Students’ knowledge and process skills in learning grade-8 chemistry." Journal Of Research, Policy & Practice of Teachers & Teacher Education 10, no. 1 (April 10, 2020): 1–13. http://dx.doi.org/10.37134/jrpptte.vol10.1.1.2020.
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Determining the knowledge and skills of students are identified as aspects in enhancing the students’ academic performance in sciences. Using the research instrument composed of test items and process skills checklist, data were gathered from 332 grade 8 students from the seven (7) public high schools in the Division of Santiago City, Philippines to assess their knowledge and science process skills in learning grade 8-Chemistry. Standard score (z-score) and descriptive statistics were used to analyzed the data. It was revealed that the student-respondents’ knowledge belongs to “developing proficiency level” while their process skills were rated as poor in their grade 8-Chemistry subject. In using the z-scores, most of the respondents are partially proficient in their scientific knowledge and skills. Based from the result, specific topics in grade 8 chemistry that needs an intervention material were identified. These intervention materials will be subjected to validation and further assessment. In improving the level of process skills and knowledge, students are encouraged to participate in different chemistry activities and for the teachers to elevate their science instruction and students’ academic performances.