St. Scholastica's College

Postpartum women experience significant emotional and psychological challenges that may lead to depressive symptoms. Adequate emotional support and access to professional care are essential for their well-being. Acknowledging that partner support and help-seeking attitudes play a role in how women cope with postpartum distress, this study employed a correlational, cross-sectional design to examine the relationships among depressive symptoms, perceived partner support, and attitudes toward seeking professional help. Participants were Filipino women aged 20-45 years old, within six months postpartum, cohabiting with their partner for at least one year, regardless of marital and employment status. 52.5% participated through onsite data collection in various health centers and hospitals, while 47.5% participated online. Standardized tools were utilized, including the Edinburgh Postnatal Depression Scale (EDPS), Postpartum Partner Support Scale (PPSS), and Attitudes Toward Seeking Professional Psychological Help-Short Form (ATSPPHS-SF). Findings revealed high levels of depressive symptoms, moderate perceived partner support and moderately positive attitudes toward seeking professional help. A positive correlation was found between depressive symptoms and perceived partner support. These findings highlight public health concerns due to the severity of depressive symptoms and the presence of self-harm ideation. Corresponding recommendations are presented within the study.

This study investigated the implementation of the MATATAG Curriculum, focusing on teachers' readiness and the challenges they encountered. The study examined the extent to which teachers possess the necessary knowledge, skills, and resources to deliver the MATATAG Curriculum effectively. The findings provided insights into areas for improvement to enhance teachers' readiness and address the challenges encountered, serving as a basis for the intervention program. This was anchored on Rukkumani Sinnathamby's Theoretical Framework of Teacher Readiness. The descriptive method with the use of questionnaires was utilized to gather data from the teacher-respondents. The percent formula, weighted mean, and chi-square were the statistical tools used to treat the data gathered. The findings indicate that the majority of respondents were aged between 30 to 39 years, predominantly female, and possess a significant level of educational attainment, with most holding Master's degree units. Most respondents had participated in the MATATAG curriculum training at the school level, with a training duration of 10 to 20 hours. Several key challenges were hindering the effective implementation of the MATATAG Curriculum, such as insufficient resources and inadequate professional development. Specifically, teachers reported insufficient time allocated for MATATAG subjects, a lack of relevant instructional materials, difficulties aligning the new curriculum with existing school resources, and, critically, insufficient professional development opportunities related to the MATATAG curriculum's implementation. To effectively implement the MATATAG Curriculum, the Schools Division Office's Human Resource and Development section must enhance professional development through job-embedded learning (JEL), incorporating practical, collaborative activities. School heads should establish mentorship programs pairing experienced and new teachers to facilitate knowledge sharing. The time allocation for MATATAG subjects requires review and adjustment to ensure sufficient teaching and learning time. The Learning Resource Management and Development System (LRMDS) must invest in high-quality, relevant instructional materials, including textbooks and digital resources. School heads should support teachers in aligning the curriculum with existing resources through workshops and collaborative planning. Finally, regular feedback mechanisms, such as Learning Action Cell (LAC) sessions and focus group discussions using surveys, observations, and student data, should monitor the effectiveness of these initiatives.

Parental emotional involvement plays an influential role in the overall development and academic success of special education learners. This study explores the extent and impact of parental emotional involvement on the learning outcomes and socio-emotional well-being of children with special needs. Employing a purposive approach, the research examined the factors influencing parental engagement, including the emotional climate of the home, coping strategies, and collaboration with educators. Findings indicated that while parents express high levels of emotional investment, barriers such as lack of training, limited resources, and communication gaps with schools hinder their effectiveness. The significant findings are that Pearson's r correlation results indicate that none of the emotional or environmental variables examined have a statistically significant relationship with learners' academic performance, as all p-values are well above 0.05. Emotional support, emotional intelligence taught, coping strategies, and the emotional climate of the home environment all show very low r-values, suggesting weak to negligible correlations. Consequently, the null hypothesis (H0) was not rejected for any variable, indicating that no significant linear relationships were found. The study highlights the importance of equipping parents with the skills and knowledge to create a supportive home environment and engage meaningfully in their child's educational journey. Recommendations include targeted training programs, parent-teacher collaboration frameworks, and the establishment of peer support networks to enhance parental emotional involvement. These initiatives aim to empower parents, improve learner outcomes, and strengthen the partnership between families and educational institutions.

This study aimed to explore the challenges encountered and coping practices of multigrade teachers in selected districts of the Division of Lanao del Norte for the school year 2024–2025. Multigrade teaching, typically implemented in rural and resource-limited contexts, presents various intrinsic and extrinsic difficulties, including increased workload, time constraints, curriculum alignment issues, and lack of instructional materials. Using a descriptive-correlational research design, the study involved 42 multigrade teachers. Data were collected through validated questionnaires and analyzed using weighted mean, correlation, and regression analysis. Findings revealed that correlation analyses using Spearman’s rho indicated no significant relationship between teachers’ coping practices (both intrinsic and extrinsic) and the challenges they encountered. Likewise, multiple regression analysis showed that demographic variables (e.g., age, sex, civil status, educational attainment, plantilla position, number of trainings) and types of challenges (intrinsic and extrinsic) did not significantly predict either intrinsic or extrinsic coping mechanisms. The findings imply that factors beyond individual demographics and perceived challenges such as school leadership, institutional support, and professional culture may play a more substantial role in shaping coping strategies. This aligns with Bandura’s Social Cognitive Theory, which emphasizes the importance of environmental and social influences in behavioral adaptation. The study recommends strengthening school-based support systems and peer collaboration networks to enhance the well-being and effectiveness of multigrade teachers.

This quasi-experimental study had explored the two groups of approach, the control group or the traditional printed approach, and the readtheory.org approach, which positively enhanced the reading comprehension of the Grade IV learners at Maria Cristina Falls Elementary School. A total of 70 respondents had participated in the study, with 35 learners assigned to the experimental group, which utilized the readtheory.org platform, and 35 learners in the control group, who received traditional reading comprehension instruction. The pretest scores of the learners have no significant differences, which means there is an equal between the two groups. However, the posttest result has indicated that there were significant differences in the posttest scores between the two groups. Posttest results showed a significant improvement in the reading comprehension of the readtheory.org group compared to the control group. This study may serve as a basis and benchmark for further similar studies to be undertaken along the lines of strategies in teaching English specifically for reading comprehension.

This research examined the quality of school management that influenced teachers' work-life balance, particularly concerning work satisfaction, engagement, and efficiency in public schools. Utilizing a descriptive – correlational research design, the study gathered data from 103 public school teachers from Lanao del Norte National Comprehensive High School, focusing on management practices of school head such as leading strategically, managing the school operations and resources, focusing on teaching and learning, developing self and others, and building connections. The work – life balance of the respondents was also assessed such work satisfaction, work engagement, and work efficiency. Analysis of the data indicated that the quality of school management had a significant impact on teachers' work satisfaction and engagement, with effective leadership and strategic alignment being positively linked to these results. Teachers indicated that collaborative initiatives and adaptable work environments were crucial for managing both professional and personal responsibilities; however, they continued to face challenges related to workload and resource allocation. The findings highlighted the necessity for focused professional development, clear resource distribution, and ongoing feedback systems to boost teacher productivity and morale because there was a significant relationship between work – life balance and the school management quality based on the correlational analysis. This study reinforced the importance of strong school management in creating a supportive educational atmosphere, which enhanced teachers' overall well-being and effectiveness.

The study determined the effectiveness of play-based learning compared to traditional teaching methods in developing number recognition among kindergarten learners at Kiwalan Elementary School during the School Year 2024-2025. The research specifically examined pretest and posttest performance to evaluate which instructional approach yields greater improvements in students' number recognition skills. Initial assessments indicated that both groups of learners exhibited similar, limited number recognition abilities, with most scores falling within the "Poor" and "Below Average" categories. Following the implementation of the respective teaching methods, significant improvements were observed in both groups. However, the play-based approach demonstrated more substantial gains, with a majority of students achieving scores in the "Above Average" and "Excellent" ranges post-intervention. In contrast, while the traditional approach also led to improvements, fewer students reached high-performance levels. Statistical analyses confirmed that both instructional strategies positively impacted student outcomes; nevertheless, the play-based method proved superior in fostering number recognition skills. The findings underscored the potential of play-based learning as a more engaging and effective pedagogical strategy for young learners, supporting a growing body of research advocating for interactive and hands-on learning experiences in early childhood education. This study contributes to the discourse on early numeracy instruction by highlighting the benefits of incorporating play into educational practices, suggesting that such approaches may enhance not only academic performance but also overall student engagement and motivation in learning environments.

This study explored the motivational techniques of Key Stage 2 (KS2) teachers and their impact on academic performance among KS2 learners in eleven elementary schools and one integrated school in Naawan District, Division of Misamis Oriental, during the School Year 2024-2025. It focused on intrinsic and extrinsic motivational techniques and their effects on academic performance, involving seventy (70) KS2 teachers. The study used a descriptive-correlational research design and purposive sampling, utilizing a questionnaire from Perez and Pulana (2022). Significant findings showed that most respondents were 41-50 years old, predominantly female, married, holding a Teacher I position, with 6-10 years of teaching experience, had gained Master's units, and were handling Grade 4 classes. Intrinsic motivational techniques included valuing tasks for competence, appreciating creativity, raising engagement for achievement, encouraging self-discipline for attitude, and positive reinforcement for physiological factors. Extrinsic techniques included highlighting efforts and progress for rewards, giving a voice for power, enforcing discipline for fear, improving teamwork for competition, and unlocking difficulties for enjoyment. The impact of these techniques on academic achievement was very high. Plantilla position, creativity, and power were key predictors of the impact on academic performance. The study concluded that professional development programs should enhance KS2 teachers' skills in using motivational techniques effectively and recommended implementing the designed action plan.

Online distance learning proved its worth during the COVID-19 pandemic. Challenges among students in the private and public schools surfaced which served as bases for designing a proposed Consortium Online Learning Hub for Tertiary Students. The study employed a mixed-method research design specifically the explanatory sequential design to compare the students' online learning challenges of selected private and public schools in the South Manila Educational Consortium (SMEC). A survey questionnaire, a combination of quantitative and qualitative open-ended questions that is expert-validated with high reliability was administered to tertiary students in the consortium. The findings revealed that students in the private and public schools were moderately challenged in terms of attitudes toward online learning and fairly challenged by the online learning modality. Significant differences existed between the challenges of students in private and public schools along network connections, support from the school, online education implementation/training, proper online behavior, school-life balance, and distance education modalities.

Though many social theories play a crucial role in society and within a school community, motivation is an essential and integral part of improving student engagement in any given school context. Hence, it is important to understand the various social theories and inequalities while implementing a culturally responsive classroom for teachers to create a positive learning environment for students to improve engagement. For the new conceptual classroom to function efficiently, teachers need a fair understanding of the thoughts, ideas and stories of students to practice inclusiveness. Therefore, this study seeks to improve student engagement by giving importance to factors such as culture, ethnicity, gender, social perspectives and teacher self-reflective practices to enhance inclusiveness.