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 research looks at the social effects of the ICT learning program that Central Philippine State University (CPSU) - Information Technology ran for members of the Kabankalan, Negros Occidental, Philippines Rural Farmers Association. The study was done by two universities in the Negros Island Region (NIR) working together. To get a full picture of the program's results, the study used a mix of methods, including surveys, key informant interviews (KIIs), focus group talks (FGDs), and document analysis. The training made the attendees much smarter about technology, more productive, and more aware of environmentally friendly practices. Participants in the ICT Literacy program were able to make friends, grow as people, and become more independent, especially those working in fields that require digital tools, such as small business owners and daycare workers. But problems such as insufficient access to ICT tools, infrastructure issues, and the idea that digital tools don't belong in agriculture were identified. The study makes the point that there needs to be custom training that meets the needs of different jobs, especially when it comes to using ICT in agriculture. Some suggestions include improving digital access and providing ongoing support to ensure the effects last. The results make a strong case for how ICT literacy can improve conditions in rural farming areas. Lastly, this study provides useful insights to improve future ICT training outreach programs. This will help build rural economies in Negros Occidental that work for everyone.

This phenomenological study examined the lived experiences of discrimination and bullying among junior and senior high school students, focusing on their coping strategies and visions for a safe school environment. Ten (10) purposively selected participants took part in in-depth interviews, and the data were analyzed thematically to identify recurring patterns. The findings revealed four major themes of lived experiences—verbal bullying, physical bullying, social exclusion, and discrimination based on identity—as well as four categories of coping strategies, namely emotional coping, cognitive coping, social support, and behavioral coping. Students also envisioned a bullying-free school defined by respect and equality, a safe and inclusive environment, supportive school policies, and the active role of teachers and authorities. The study emphasizes the importance of creating inclusive, safe, and supportive learning environments, underscoring the need for a collaborative, community-wide effort to transform school culture by promoting safety, respect, and inclusion, thereby ensuring that all learners can thrive.

This study looked into how college students' 21st-century skills are related to their readiness for work. It used a sequential explanatory mixed-method approach. First, 101 Bachelor of Elementary Education (BEED) students from all year levels were asked to fill out a survey about their level of job readiness and 21st-century skills. A 40-item test checked how ready students were for work by looking at their knowledge, skills, resources, motivation, and ability to handle their careers. It also tested their creativity, critical thinking, communication, and teamwork. In the second step, eight participants were interviewed in depth and talked about in a focus group to learn more about how these competencies affected job readiness. The data showed a strong link between being ready for a career and having 21st-century skills. This shows how important it is to keep improving these skills to keep up with the changing needs of the job market. At the end, the study talked about what the results meant for educational practice and suggested further research that would focus on improving 21st-century skills in programs that train teachers.

This study examined the real problems that criminology students from single-parent homes face. These problems included financial, mental, emotional, and personal issues that many of the respondents called challenging. Sometimes, emotional and social obligations got in the way of their focus and schoolwork. The problems weren't very different by age or gender, though most of the respondents were young guys aged 23 to 27. The outcomes showed that, to help students as effectively as possible, teachers and leaders need to know where they come from. It taught students how to manage stress, making it easier for them to go to school and use community resources. It also meant setting rules that helped kids do well in school and made them feel good about themselves. The study said that the DSWD should help both the students and the single parents. Getting stronger mentally, better at getting back on their feet after setbacks, and more open to change should help these kids do better in school.

The goal of this project was to build and test a digital teaching tool for sixth graders at Pareja Integrated School. The main focus was on teaching the Filipino folk dance Cariñosa. The study followed the methodical ADDIE method, which includes the steps of Analysis, Design, Development, Integration, and Evaluation. Physical education professionals looked at the digital content based on the Learning Resource Management and Development System (LRMDS) standards. The results demonstrated that the digital teaching tools were good for teaching the folk dance Cariñosa. It helps students get better at dancing, learn more about the art form, and enjoy it more. The study also found that using digital materials made teaching easier and faster. These results suggest that digitized materials can help make learning better, which is great news for schools, teachers, and students. Some ideas are to help instructors use digital materials, especially in physical education, and to get experts in education, technology, and cultural studies to collaborate together on future research.

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.