Davao del Norte State College

Abstract Clinical supervision has gained increasing scholarly attention in higher education due to its role in professional development, instructional improvement, and quality assurance, yet a comprehensive mapping of its global research landscape remains limited. This study conducted a bibliometric analysis of clinical supervision research indexed in the Scopus database from 2015 to 2025, using the search query TITLE-ABS-KEY (“clinical supervision”) and limiting results to English-language journal and review articles. A total of 4,076 publications were retrieved and analyzed using bibliometric indicators and science mapping techniques in VOSviewer (version 1.6.18) to examine publication growth, influential contributors, collaboration patterns, and thematic structures. The findings reveal a steady increase in research output over the decade, reflecting the field’s maturation, interdisciplinary engagement, and growing global relevance. Productivity and citation analyses identify leading countries, institutions, and influential authors shaping theory, empirical validation, and supervision models, while co-authorship networks highlight strengthening international collaboration. Keyword co-occurrence analysis indicates dominant themes in professional development, reflective practice, mentoring, and competency-based supervision, with emerging interest in digital tools, technology-enhanced practices, and cross-cultural approaches. The study provides a systematic and evidence-informed overview of the intellectual structure, thematic evolution, and practical relevance of clinical supervision research, offering insights to guide future scholarship, institutional policy, leadership strategies, and professional practice in higher education.

Although threats against journalists are commonly understood as discrete acts of intimidation, their enduring role in restructuring everyday newswork remains under-theorized. This article introduces the concept of post-threat journalism to explain how intimidation persists as an ambient structuring condition that reorganizes journalistic practice long after the initial threat. Drawing on in-depth interviews with 12 journalists in Mindanao, the Philippines, the study shows that threats do not simply silence reporting but reshape how journalism is lived and sustained. Journalists adapt through collateral risk management involving family protection, continuous anticipatory vigilance, editorial self-governance, and economic improvisation. These adaptations enable journalism to continue, but in structurally altered forms governed by individualized survival strategies rather than institutional protection. Conceptually, the study advances existing frameworks by demonstrating that threat operates not only as an episodic disruption but as an enduring force that restructures journalism as labor, practice, and lived experience. Empirically, it reveals how press freedom gradually erodes not only through overt repression but through the normalization of vulnerability and anticipatory restraint embedded in routine newswork.

Non-cognitive traits like grit and mindfulness are increasingly recognized as important for effective teaching, especially among future teachers who are still learning to navigate the challenges of classroom practice. This study looked at how well grit and awareness in teaching can predict how well math teachers-to-be at a state college in Davao de Oro, Philippines, will do in their jobs. A descriptive–correlational study design was used with 73 fourth-year pre-service teachers majoring in mathematics and pursuing a Bachelor of Secondary Education. A complete listing chose them. Adapted and tested instruments were used to collect data on grit in teaching, mindfulness in teaching, and teaching success. We used descriptive statistics, Pearson product–moment correlation, and multiple regression models to look at the data. The respondents demonstrated a great deal of grit and mindfulness in their teaching, as well as a very high level of success as teachers. There were strong, positive links found between grit and how well you teach, and between being aware while teaching and how well you teach. More research showed that persistence in teaching and interpersonal awareness were strong predictors of how well teachers would do their jobs, together explaining 57.8% of the variation. These results back theories that say persistence, self-control, and social interaction are important factors in how well a teacher does their job. The study concludes that math teachers-to-be who work on their grit and awareness may be better at their jobs. It suggests that schools that train teachers include grit- and mindfulness-based activities in their classes to help future teachers grow professionally in all areas.

This study assessed the current level of skills and competencies of barangay tanods in the Municipality of Braulio E. Dujali to inform future intervention programs. Utilizing a descriptive-correlational design, the study employed a standardized questionnaire anchored on the DILG tanod training domains: gender sensitivity, first responder skills, and operational competencies. A total of 75 barangay tanods participated in the survey, and data were analyzed using descriptive statistics, Pearson correlation, and ANOVA. Findings revealed that the respondents possessed moderate levels of competency across all domains. Moreover, age and educational attainment did not exhibit statistically significant influence on any of the skill dimensions. The results underscore the importance of structured and hands-on training regardless of demographic profile. The study concludes with a recommendation for the implementation of a competency-based enhancement program to elevate the effectiveness and responsiveness of barangay tanods in performing their roles in local governance and community safety.

Physics anxiety remains a persistent affective barrier in secondary science education, yet empirical evidence from developing-country contexts remains limited. This study examined the level of physics anxiety, coping mechanisms, gender differences, and the relationship between anxiety and coping among 120 Grade 10 students (60 males, 60 females) using a quantitative descriptive–comparative and correlational design. Results indicated a moderate overall level of physics anxiety (M = 3.20), with emotional anxiety emerging as the most pronounced dimension across genders. Independent-samples t-tests revealed no statistically significant gender differences in anxiety levels (p > .05). Students reported frequent use of problem-focused coping strategies (M = 3.56) and emotion-focused coping strategies (M = 3.55), while avoidance coping was used less frequently. Pearson correlation analysis demonstrated a statistically significant but moderate positive association between physics anxiety and coping mechanisms (r = .368, p < .001), indicating increased coping efforts in response to heightened anxiety without implying coping effectiveness. The findings highlight the centrality of emotional responses in physics learning and underscore the need for instructional practices that address affective regulation alongside cognitive support

The humanistic approach is an educational strategy that focuses on entire growth, including emotional, moral, and cognitive development (Amini et al., 2025). Which foster respect, empathy, and personal growth, emphasizing the individual's overall development. This study used a qualitative phenomenological research approach and was conducted in three public schools in Davao del Sur, Philippines. The study's participants are six teachers with over 10 years of experience teaching in Davao del Sur public schools. The study comprises all teachers who have taught at levels 1–10. The questions are open-ended, allowing respondents to respond in their own words. The interview guide was developed through study and validated by the researcher's adviser. Braun and Clarke's theme analysis was the primary research analytic method employed. The following aims guide this study: (1) to determine how these methods affect student motivation and engagement, and (2) to give recommendations on how these strategies might be improved further to produce high-quality training. As a result, the following questions were addressed in this study: (1) How do teachers implement humanistic approaches in the classroom to support learning? (2) What is the perceived impact of humanistic teaching strategies on students’ academic motivation and engagement? (3) What strategies can they recommend to further enhance the use of humanistic approaches to improve students’ learning experiences? According to this qualitative study, humanistic teaching methods are largely interpersonal and learner-centered, emphasizing emotional affirmation, autonomy, and meaningful participation. Teachers use humanistic pedagogy to provide tailored interactions that encourage group learning, affirmation, psychological safety and belonging, and reflection exercises. These tactics increase student involvement, academic confidence, and self-motivation.

This study developed a framework to enhance e-government implementation in selected local government units (LGUs) in Davao del Norte. Using an exploratory sequential mixed-methods design, qualitative data were gathered through 9 key informant interviews, followed by a quantitative survey involving 235 participants. Exploratory Factor Analysis (EFA) revealed six core dimensions of e-government: (1) Institutional Digital Readiness, (2) Citizen Engagement Mechanisms, (3) Digital Infrastructure Accessibility, (4) E-employment Enablement, (5) Digital Capacity Building, and (6) Secure and Equitable Digital Access. These dimensions accounted for 49.37% of the total variance, affirming the multifaceted nature of e- government in local governance. The results point out the value of digital literacy, successful electronic governance involving institutional support, inclusive access and citizen response. The framework is consistent with international digital governance frameworks, but specific to respond to the requirements of issues facing the Philippine LGUs like insufficient infrastructure and digital divides. This framework provides a practical guide for local policymakers, IT personnel, and stakeholders aiming to improve digital service delivery. Future studies are recommended to apply Confirmatory Factor Analysis (CFA) to validate the framework further and support its application across other regions.

This phenomenological study explored the triumphs, challenges, coping strategies, and insights of former athletes who are now serving as coaches in sports events. Anchored on Self-Determination Theory, Experiential Learning Theory and Situated Learning Theory, the study involved fifteen (15) former athletes from the Municipality of New Bataan, Davao de Oro, who are now DepEd teachers with at least two years of coaching experience and participation in district-level or higher sports competitions. Data were collected through In-Depth Interviews (IDI) with eight participants and Focus Group Discussions (FGD) with seven participants and were analyzed using thematic analysis. Findings revealed six major themes on lived experiences: difficulty in juggling multiple roles, limited financial resources, challenges in accessing sports equipment and facilities, dealing with athletes’ behavior and health conditions, reaching higher athletic meets, and teaching positive attributes to student-athletes. Six coping strategies also emerged, namely open communication, self-motivation and self-care, engagement in trainings and personal services, prioritization of personal and team needs, resilience in setbacks, and faith and spirituality. Moreover, five themes were generated from the participants’ insights, including redefining success and athlete development, valuing principles of sports and coaching, recognizing the importance of institutional and community support, celebrating wins, and emphasizing the provision of adequate equipment and experienced coaches. Overall, the study underscores how former athletes past experiences significantly shape their coaching practices and highlights the need for strengthened institutional support to enhance the quality of coaching sports events.

Youth participation in governance is essential to democratic development, yet many Sangguniang Kabataan (SK) officials lack the procedural knowledge needed for effective leadership—particularly in parliamentary procedures and resolution-making. This study surveyed 94 SK officials in Dapa, Surigao del Norte using a quantitative-descriptive approach to assess their core, technical, and applied knowledge. Guided by Albert Bandura’s Social Cognitive Theory, the research examined how demographic factors, training exposure, and environmental support influence procedural competence. Results showed that SK officials had an overall mean score of 3.21, interpreted as “Agree” and qualitatively described as “Moderately Knowledgeable.” The highest-rated item was understanding quorum requirements (M = 3.81), while the lowest was procedural motions (M = 2.78). Technical knowledge scored a mean of 3.09, and applied procedural knowledge averaged 2.94, indicating gaps in practical application. Common challenges included lack of formal training (M = 3.67), time constraints (M = 3.42), and limited mentorship (M = 3.38). Statistical analysis confirmed a significant relationship (p < 0.05) between parliamentary knowledge and resolution quality. The study recommends targeted capacity-building programs, mentorship initiatives, and institutional support to enhance procedural fluency and governance effectiveness among SK officials

<p>Teachers are often evaluated using tools that focus mainly on what happens inside the classroom, but these miss important parts of their work such as lesson planning, professional growth, student engagement, and community involvement. This study responds to that gap by examining teacher performance as a multidimensional construct shaped by personal, professional, organizational, motivational, and technological factors. Guided by Herzberg’s Motivation Theory, Bandura’s Social Cognitive Theory, and Danielson’s Framework for Teaching, the research used a mixed-methods design involving teachers from the Davao Region through surveys and in-depth interviews. Data were analyzed using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and thematic analysis to strengthen the interpretation of results. Findings confirmed several core dimensions of teacher performance, including Personal Growth and Professional Development, Empowering Student Growth, and Strategizing Effective Teaching. Technological proficiency also emerged as an essential component of teaching in the post-pandemic era. The CFA further supported a reliable two-dimensional model of teacher performance, showing that teaching is influenced not only by individual skills and commitment but also by school culture, leadership, and available resources. The study emphasizes that supportive environments—those that encourage collaboration, motivation, and continuous learning—play a vital role in helping teachers thrive. This research offers a validated framework that can guide teacher evaluation, professional development, and education policy aligned with the PPST and the MATATAG Curriculum. It advocates for a shift from traditional, limited evaluation systems toward more holistic, evidence-based approaches that capture the real depth and complexity of teachers’ work.</p><p> </p><p><strong>SDG #4:</strong> Quality Education</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0499/a.php" alt="Hit counter" /></p>