Central Mindanao Colleges

This study examines the effective waste management program at Central Mindanao University (CMU), which dramatically reduced its monthly waste generation from 30 tons to just 2 tons. The implementation of key strategies such as the Ban on Single-Use Plastics and the Color-Coded Sacks Policies, integrated into a broader framework aligned with sustainable development goals (SDGs), was crucial for this reduction. As the university transitioned back to in-person classes post-COVID-19, the campus population increased significantly from approximately 11,000 to 17,000, intensifying waste management challenges. In response, CMU established the Office of Environmental and Safety Management (OESM), which effectively tackled these issues by instituting structured policies that not only drastically reduced waste but also enhanced sustainability practices across the campus. The program's success was further amplified by robust community engagement and collaboration with local government, illustrating that a culture of environmental consciousness can effectively meet immediate waste management needs even in the absence of advanced technology. The study highlights how strategic planning and cooperative efforts can lead to significant environmental improvements, positioning CMU’s program as a benchmark for eco-conscious management. It aligns with global zero-waste best practices and demonstrates significant impacts on environmental, social, and governance (ESG) standards.

In the 21st century, student involvement in school organizations plays a crucial role in shaping cognitive skills, leadership capacity, and personal growth. Nevertheless, many institutions continue to lack structured systems that effectively support and sustain student leadership. This study employed a developmental research design to examine environmental factors influencing leadership development at Makilala Institute of Science and Technology in Cotabato, Philippines, and to identify evidence-based frameworks for strengthening student organizations. The quantitative phase engaged 1,580 student leaders via convenience sampling and yielded 158 valid responses, while the qualitative phase included 10 purposively selected leaders with varying levels of experience. Descriptive statistics, specifically the mean and standard deviation, were used to assess student leaders’ perceptions across six leadership dimensions. Leadership and Influence emerged as the strongest area with a mean of 3.36, while Organizational Support and Resources showed the greatest need for improvement with a mean of 2.69. To determine whether significant differences existed between groups, the Kruskal–Wallis H Test was applied across categories of leadership experience and gender. Findings revealed competent individual leadership but insufficient institutional scaffolding. Qualitative insights further indicated faculty-dominated decision-making and limited student autonomy. A comparative model analysis identified the integration of the ADKAR Change Management Model and the Logical Framework Approach as the most effective strategy. The resulting framework advances SDG 4 by promoting structured, inclusive, and sustainable leadership development in higher education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0915/a.php" alt="Hit counter" /></p>

Classroom management is one of the most daunting challenges that teachers face, particularly new teachers. The study aimed to determine the Teaching efficiency and classroom management of teachers towards academic and non - academic learning outcomes of students’ in public secondary school in the Municipality of Magpet Cotabato Philippines. It describes the level of teaching efficiency of teachers in terms of; preparation of daily lesson log; submission of required documents; knowledge of subject matter; community involvement and professional growth and development and the level of classroom management of teachers in terms of, classroom routine; classroom discipline; relationship to students; personal leadership and communication and interaction. Results revealed that the factors affecting teaching efficiency of teachers were much efficient in terms of preparation of daily lesson log; community involvement; professional growth and development; and submission of required documents. The classroom discipline found to be the best predictor of classroom management that influenced learning outcomes in terms of grades for academic and membership to organization for non-academic matters. The classroom routine has significantly influence on learning outcomes in terms of sports and literary musical. Thereby concluding that classroom management is an important factor promoting academic and non-academic outcomes for the students.

Advocates of school-based management believe that school performance will improve if educational management is focused on the school level rather than on the division level. This paper aimed to find out if the school-based management system level of implementation significantly influences the school performance. The findings of the study reveal that the level of implementation of the school-based management system of the administrators in the elementary schools of Makilala Districts was at the developing and maturing level. Most of the administrators’ school performance was meeting the standards in the NAT average rating. School-based management system level of implementation in terms of leadership and governance, curriculum and instruction, accountability, and continuous improvement and management of resources significantly influence school performance. All of these indicators are the best significant predictors of school performance. These results further indicate that the higher is the administrators’ level of implementation on leadership and governance, curriculum and instruction, accountability and continuous improvement, and management of resources, the higher is the level of school performance.

Economic efficiency of public school districts was explored by utilization of the concept of economies and dis‐economies of scale. An optimum size relative to costs was discovered by analyzing the data with curvilinear least squares regression and also with the differential calculus. The sample was taken from elementary, high school, and K–12 (unit) districts in the state of Illinois, U.S.A. Suggestions for further research on the general notion of optimum size of school districts are presented.