Jose Rizal Memorial State University

This study examined the relationship between professional expertise and knowledge sharing behavior among public elementary school teachers in Mati Central District, Division of Mati City.Using a descriptive-correlational design, 198 teachers completed standardized questionnaires measuring professional expertise and knowledge sharing behavior.Descriptive statistics showed very extensive professional expertise and very extensive knowledge sharing behavior.Pearson correlation indicated a high, significant positive relationship between professional expertise and knowledge sharing behavior.Multiple linear regression further showed that all four domains significantly predicted knowledge sharing behavior, with the model explaining 51.8% of variance.Findings underscore the value of strengthening teachers' expertise to sustain collaborative knowledge exchange in public elementary schools.School leaders should institutionalize mentoring and learning communities systematically.

This qualitative phenomenological study examined how 12 public secondary English teachers in Davao Oriental understand and enact literature instruction under the MATATAG Curriculum.Thematic analysis revealed that teachers' awareness centers on aligning curriculum expectations with 21st-century skills like critical thinking and empathy.In practice, they act as active curriculum interpreters rather than passive implementers, employing student-centered strategies, self-developed resources, and technology to bridge the gap between policy and classroom reality.However, the findings underscore a critical need for sustained systemic support, specifically through specialized professional development, accessible instructional materials, and institutional backing.Ultimately, the study argues that the success of curriculum reform depends on empowering teachers' professional judgment and creativity.Strengthening these support structures is essential for translating the goals of the MATATAG framework into high-quality, meaningful literature instruction in public secondary schools.

This qualitative phenomenological study explores how public elementary school teachers experience teaching in makeshift classrooms within the Mati South District.Utilizing in-depth interviews with educators experienced in temporary, resource-constrained spaces, the research employed thematic analysis to uncover the realities of their daily instructional environments.The findings highlight significant challenges, including limited instructional resources, overcrowded spaces, and considerable emotional and professional strain.To cope, teachers utilize resource improvisation, adaptive classroom management, and peer support.Ultimately, these educators view their experiences as catalysts for personal growth, resilience, and pedagogical creativity, while underscoring the critical need for institutional backing.The study concludes that makeshift classrooms profoundly reshape instructional decisions, emotional labor, and professional identity.Consequently, stronger material provisions, context-responsive professional development, and sustained school-level support are essential to maintain instructional quality and teacher well-being in fragile learning conditions.

This qualitative phenomenological study explores how award-winning elementary school paper advisers guide student journalists in the Panabo South District.Through in-depth interviews with purposively selected publicschool educators, the research utilized thematic analysis to uncover the realities of their mentoring experiences.The findings highlight best practices centered on cultivating journalistic curiosity, balancing guidance with creative autonomy, and embedding ethical thinking.Advisers derived meaning from a strong mentoring purpose, recognizing student growth, and experiencing professional fulfillment.Furthermore, they identified enhancing student ownership, providing authentic journalistic exposure, and ensuring continuous mentorship as priorities for improving school programs.Ultimately, successful advising emerges not merely as a technical function but as pedagogical leadership that integrates literacy development, ethical formation, and student voice, emphasizing the adviser's role as a mentor and steward of responsible expression.

This study investigates the philanthropic corporate social responsibility (CSR) practices of rural banks and their effects on societal development, employee welfare, and institutional sustainability. Using qualitative data collected from respondents across three rural banks, the study identified 24 open codes, 8 categories, and 3 major themes. Findings reveal that rural banks strategically implement CSR programs—such as livelihood training, educational initiatives, community outreach, and environmental activities—to promote community empowerment and socio-economic development. These initiatives enhance clients’ financial literacy, income-generating capacities, and overall well-being, positioning rural banks as vital agents of local development. Internally, CSR engagement fosters employee morale, satisfaction, and organizational loyalty by strengthening alignment between personal values and institutional missions. The consistent support of bank leadership ensures the long-term sustainability and institutionalization of CSR initiatives. Two central outcomes of CSR emerged: growth, reflected in increased product awareness, financial performance, and customer retention; and relationships, manifested through stronger employee engagement and stakeholder trust. Despite logistical constraints, CSR efforts remained effective and impactful across participating institutions. The study concludes that philanthropic CSR in rural banking transcends mere compliance or goodwill—it serves as a strategic lever for organizational resilience and community advancement. The research contributes to the growing discourse on CSR in developing economies by providing empirical insights into how socially responsible practices can simultaneously drive sustainable development and institutional competitiveness within the rural banking sector.

This study critically examines the socio-political, economic, and religious conditions of Dapitan during Dr. Jose P. Rizal’s exile (1892–1896) through an analysis of five poems he composed in the city: Hymn to Talisay, Josephine, Josephine, The Song of the Traveller, To Don Ricardo Carnicero, and My Retreat. Using historical criticism as a framework, the study contextualizes these literary works within the colonial period, revealing their significance in understanding the lived experiences of Dapitanons under Spanish rule. The findings highlight Rizal’s depiction of Dapitan as a place of solitude and intellectual growth, reflecting his ideals of education, nationalism, and resilience amid oppression. His poems illustrate the transformation of Dapitan from a neglected settlement into a flourishing community through his civic initiatives in education, infrastructure, and agriculture. Additionally, the study identifies themes of nostalgia, social injustice, and hope for liberation embedded in Rizal’s poetic expressions. The research underscores how literature serves as a historical artifact, offering insights into the socio-political realities of its time. Furthermore, the study recommends the integration of Rizal’s lesser-known works into academic curricula to deepen students’ appreciation of his contributions beyond Noli Me Tangere and El Filibusterismo. Ultimately, this research enriches the discourse on Rizal’s legacy in Dapitan and reinforces the enduring relevance of his writings in fostering nationalism and historical consciousness.

This study examined supervisor decision-making and crisis management in the context of new normal education among public elementary schools in Sarangani District, Division of Sarangani Province. Utilizing a non-experimental quantitative research design with a correlational method, the study employed purposive sampling to select 165 teacher-respondents. The statistical tools used were the mean, Pearson Product-Moment Correlation Coefficient (Pearson r), and multiple regression analysis. Findings revealed that both supervisor decision-making and crisis management among teachers were rated as high. Moreover, a significant relationship was found between supervisor decision-making and crisis management, indicating that effective leadership decisions play a crucial role in managing educational crises. Additionally, the various domains of supervisor decision-making were found to significantly influence the teachers’ ability to manage crises in the new normal setting. It is recommended that school leaders and education stakeholders strengthen training and professional development programs focused on strategic decision-making, especially in crisis contexts. Enhancing supervisors' competencies in this area will support more resilient, adaptive, and well-coordinated responses to future challenges in the education system.

This study examined the link between communicative behavior and academic performance among Bachelor of Secondary Education students majoring in Filipino Language at the College of Teacher Education. Communicative behavior is crucial for developing language skills and is a vital component of the teaching and learning process. The researchers employed a quantitative approach, using a questionnaire to evaluate students' communicative behavior and link it to their academic performance. The study involved 57 students selected through total enumeration sampling. Researchers used descriptive and inferential statistics for data analysis. The findings showed no significant difference in communicative behavior based on curriculum year level. However, there were significant differences related to age and ethnicity. Students generally performed well academically, but no significant relationship appeared between academic performance and communicative behavior in the "passive" and "adaptive" categories. In contrast, a significant relationship was found in the "aggressive" behavior category. The study suggests promoting positive aggressive communication styles and considering students' ethnic backgrounds to improve teaching strategies.