Assumption College San Lorenzo

This study aims to develop and implement an integrated learning model combining Project-Based Learning (PjBL) and Guided Inquiry Learning (GIL) to enhance science literacy in students within the advanced science education course. The study was conducted to students from the Elementary School Teacher Education Program at the Catholic University of Santo Thomas, focusing on the topic of States of Matter. A quasi-experimental design with a pre-test – post-test control group design was employed, where the control group received conventional teaching methods, and the experimental group engaged in the integrated PjBL-GIL model. The results reveal a significant difference in science literacy improvement between the groups. The experimental group, using the integrated PjBL-GIL model, showed a greater improvement (22.4%) compared to the control group (7.7%). Statistical analysis using a two-sample t-test confirmed the significance of this difference, with a t-value of 5.16 and a p-value of 0.000, indicating a statistically significant improvement in the experimental group. The effect size, measured by Cohen's d, was 2.53, indicating a large effect. ANCOVA results showed that even after controlling for baseline differences, the experimental group still demonstrated significantly higher post-test scores (p-value = 0.000). Furthermore, Pearson’s correlation analysis revealed a significant positive relationship between collaboration and science literacy improvement (r = 0.62, p = 0.01), emphasising the importance of collaboration in enhancing learning outcomes. These findings suggest that the integrated PjBL-GIL model is effective in improving critical thinking, problem-solving skills, and the application of scientific concepts. And it is recommended that this model be expanded in science education in Indonesia to further improve the quality of learning and students' science literacy.

Anchored on the Leader–Member Exchange (LMX) Theory, this study aimed to explore the lived experiences of public elementary school teachers in building trust and respect with their school leaders in the Monkayo West District, Philippines. The LMX Theory emphasizes the importance of individualized relationships between leaders and subordinates, highlighting how high-quality exchanges foster mutual respect, trust, and professional growth. Utilizing a qualitative research design and a phenomenological approach, the study investigated how eight (8) public school teachers developed trust-based relationships with their school heads, the challenges they encountered, the coping mechanisms they employed, and the insights they gained throughout the process. Through in-depth interviews, the research identified initial difficulties such as communication gaps, inconsistent leadership decisions, and feelings of undervaluation. Despite these challenges, teachers adopted coping strategies including maintaining professionalism, practicing empathy, initiating open dialogue, and fostering peer collaboration. The findings revealed that trust and respect were cultivated through consistent leadership behaviors, transparent communication, and inclusive decision-making. Teachers transitioned from passive recipients of directives to active contributors in school development, emphasizing the importance of ethical leadership, emotional support, and shared responsibility. Their insights highlighted the transformative impact of respectful and trusting relationships on teacher morale, professional growth, and school climate. The study concludes that fostering trust and respect in schools requires intentional leadership practices, supportive structures, and a commitment to relational and reflective pedagogy. Keywords: Educational Administration, Trust, Respect, Teacher-Leader Relationships, Instructional Leadership, Phenomenological Research

This study explored the experiences, challenges, coping mechanisms, and insights of teachers at Sta. Josefa Central Elementary School: Under the SPED Program for School Year 2024-2025. Results suggested that the management of ancillary tasks is a two-fold battle. Key experiences for teachers were handling extra duties as homeroom teacher, helping out the school nurse, attending seminars and workshops, gathering data, carrying out school protocols and backing up fellow-teachers. Still others faced difficulties managing their roles at work and home, at times forgetting about their parenting duties and battling scheduling issues. In regard to ancillary responsibilities, these benefits included receipt of promotional certificates, refined organizational, professional, and managerial skills, increased levels of industry and patience, and enhanced understanding of the processes involved in undertaking tasks. A number of teachers also mentioned some ecological benefits, like the conservation of some natural resources and the creation of some recyclable waste materials. On the other hand, some of the disadvantages included the less teaching and contact time, greater administrative burden with no increase in teaching support, lack of workload balance, difficulties with time management, and the necessity of drawing on personal resources. Challenges faced were technical issues, conflicting duties, waiting for required data, poor disposal of waste, and school needs maintenance. Coping mechanisms that were efficient involved self-motivation, staying positive, prioritization, seeking assistance from peers, reminding pupils of regulations, and getting enough rest. Teachers' realizations regarding ancillary task management indicated the need to put effort, lead a balanced life, and accept the positive as well as negative sides of these responsibilities. A few persons think that teachers are not supposed to be given such assignments, yet some recognize their great influence. In order to assist colleagues in the same position, recommendations were looking for assistance, proper time management, being optimistic, and accepting assigned work with commitment. Keywords: Educational Administration Ancillary Tasks, Teachers’ Experiences, Challenges, Coping Mechanisms, Insight, Phenomenological Study

This study aimed to investigate the correlation between school principals’ instructional leadership behavior and job satisfaction of teachersin the Bunawan District, Bunawan, Agusan del Sur. The research employed a quantitative descriptive survey-correlational design, utilizing a survey questionnaire as the primary data-gathering tool. The participants were 177 permanent teachers randomly selected. The results showed that the school principals’ instructional leadership behavior strongly agreed with the descriptive equivalent of always observed. Further, the level of teachers’ job satisfaction was evaluated as agree, which means that the teachers are satisfied with their job. The result also revealed no significant relationship between the school principals' instructional leadership behavior and teachers' job satisfaction. From the study results, it was recommended that the school principals create an empowering environment by providing relevant professional development and recognizing teacher excellence. The teachers can prioritize their professional growth through development opportunities, collaboration, and open communication with the school principal. And also, the Department of Education can invest in comprehensive training programs for principals, promote collaboration, and empower schools to make context-specific decisions. Further research is encouraged to investigate the impact of instructional leadership practices and develop practical tools to improve leadership.

This study investigated the extent to which classroom environment and learning styles predict student engagement among education students at Davao de Oro State College. Using a quantitative-correlational research design, data were gathered through standardized survey instruments that measured indicators of classroom environment, preferred learning styles, and levels of student engagement. Results revealed that both classroom environment and learning styles were perceived at a high level, as was student engagement. Correlational analysis showed significant positive relationships between the variables, with classroom environment showing a stronger influence on engagement. Regression analysis confirmed that both classroom environment and learning styles significantly predict student engagement. These findings highlight the importance of fostering supportive, inclusive classrooms and employing differentiated instructional strategies to enhance learners’ participation, motivation, and academic involvement. The study underscores the need for student-centered practices in teacher education programs to ensure future educators can effectively engage diverse learners.

This study investigated the relationship between teaching practices and parental support and their combined influence on students’ interest in learning mathematics. Conducted among first-year college students enrolled in "Mathematics in the Modern World" at Monkayo College of Arts, Sciences, and Technology (MonCAST), the research employs a quantitative, non-experimental design using validated survey instruments. Results reveal that effective teaching practices, particularly those emphasizing facilitation and student autonomy, and strong parental involvement significantly enhance students’ emotional engagement, perceived value, and understanding of mathematics. The findings underscore the importance of collaborative efforts between educators and parents in fostering mathematical interest and academic success. Recommendations include teacher training programs focusing on adaptive instructional strategies and community initiatives promoting parental involvement in education.

School webinars are used to raise student awareness of a topic or issue. The provided relevant information is transmitted via the Zoom Cloud Meeting Application. It is significant to turn everyone’s attention to the current situation of academic learning institutions to broaden the horizons of perspectives among students, teachers, the Department of Education (DepEd), and other social groups in society regarding the role and utility of Zoom as a commonly used platform for school webinars. Despite the escalating number of studies on the Zoom Meeting Application, there are limited studies on the pros and cons of using Zoom for school webinars and the academic-related struggles and benefits brought by this videoconferencing tool. Hence, this study ascertained the opportunities and challenges of using Zoom in webinar-based education. A systematic literature review (SLR) and meta-analysis were employed in the process of collecting relevant and up-to-date research papers and journals on the research topic. Based on the eligibility criteria, 27 studies were included in the evaluation of the retrieved data through content and thematic analyses. During the systematic literature review, (5) five distinct themes were formulated. The opportunities and challenges of using the Zoom Meeting Application in the academe include: (1) Resource Center of Academic Learning; (2) Driver of Human Communication; (3) Indicator of Motivation and Well-being; (4) Stimulator of Psychological Breakdown; and (5) Mastermind of Diminishing Virtual Participation. As a result, the Zoom Meeting Platform is a technology tool for education that provides both benefits and gaps for teachers and students in academic learning institutions. It shows the two-sided influence of Zoom on the teaching and learning process through conducting school-based webinars. Indeed, this study suggested further empowering teachers in promoting student-centered instructional approaches and transforming students into vehicles of learning and agents of change.

Parental involvement is widely recognized as a crucial factor in enhancing student academic performance. This study explores the various dimensions of parental involvement, including at-home educational support, communication with teachers, participation in school activities, and setting academic expectations. Using a mixed-methods approach, data were collected from surveys administered to thirty parents, fifteen students, and teacher of educational settings. The findings reveal a significant positive correlation between high levels of parental involvement and improved student academic outcomes. Specifically, students whose parents are actively engaged in their education tend to achieve higher grades, exhibit better school attendance, and display more positive attitudes towards learning. Additionally, qualitative insights highlight that students educational background, socio-economic status, and cultural factors play pivotal roles in shaping the nature and extent of their parents involvement. The study underscores the importance of fostering strong partnerships between parents and schools to create supportive learning environments that cater to the holistic development of students. Recommendations for educators and policymakers include implementing structured programs that facilitate parental engagement and addressing barriers that hinder active participation from all parent demographics.