Southeast Asian Journal of Multidisciplinary Studies

FACTORS ON TEACHERS’ WELL-BEING IN THIS NEW NORMAL: EXPLORATORY APPROACH

Richard Visbe — 2024-12-05

This study explores teachers’ well-being in this new normal through an exploratory mixed-method design. The approach involves an initial qualitative phase followed by a quantitative phase. More specifically, it aimed to construct, develop and evaluate the dimensions of teachers’ well-being in this new normal scale. In the qualitative phase, there were seven teachers who participated in the in-depth interview and ten teachers participated in the focus group discussion. There were six themes that emerged from the interview that put emphasis on autonomy in work tasks, challenges with technology use, communication practices, engagement of students, personal well-being practices, and support from the organization. A 120-item new approaches of teaching scale were also constructed based from the results of the interview. In the quantitative phase, 200 questionnaire responses were analyzed for exploratory factor analysis (EFA). Results showed six underlying dimensions of teachers’ well-being in this new normal. A total of six themes on dimensions of teachers’ well-being in this new normal questionnaire was developed which are engagement of students with a total of 28 items, challenges with technology use with a total of 14 items, communication practices with a total of 8 items, autonomy in work tasks with a total of 10 items, personal well-being practices with a total of 8 items, and engagement of students with a total of 5 items support from the organization and the overall the scale has a total of 73-item questionnaire. This study recommended that a comprehensive approach to addressing teachers’ well-being in the new normal should be prioritized, encompassing various facets such as autonomy in work tasks, challenges with technology use, communication practices, engagement of students, and personal well-being practices.

PATH ANALYSIS ON ACADEMIC STRESS, PHYSICAL ACTIVITY, SLEEP QUALITY AND MENTAL HEALTH OF PUBLIC SCHOOL STUDENTS

Irene O. Bajenting — 2024-12-06

The purpose of the study was to identify the level of physical activity, Sleep Quality, Mental Health, and Academic Stress of students, To Examine the significant relationship of the variables, The variable that best predicts Academic Stress and What Model Best fits Academic Stress at selected public secondary schools of Makilala, Cotabato. The Path analysis was evaluated through an adapted and modified questionnaire, using a stratified random sampling. The research utilized descriptive statistics particularly mean and frequency count and simple regression and Pearson R correlation, Structural Equation Modeling. This study explores the intricate relationships between academic stress, physical activity, sleep quality, and mental health among public secondary students. Utilizing survey data, the study reveals moderate levels of academic stress attributed primarily to workload and perceived pressure. While students demonstrate modest engagement in physical activity and maintain healthy sleep habits, their mental health appears robust, with high levels of emotional well-being and coping mechanisms. However, individual levels of physical activity, sleep quality, or mental health do not directly impact academic stress within the group under study. Further research is recommended to delve into the complex interactions among these variables and refine the model's fit to the data. Collaboration among researchers, educators, and stakeholders is essential to validate findings and inform evidence-based interventions promoting student well-being.

THE EFFECTIVENESS OF PROJECT-BASED LEARNING IN PROMOTING STUDENTS’ CRITICAL THINKING SKILLS: A MIXED METHOD APPROACH

Robelene B. Galang — 2024-12-05

The study was conducted to find out the levels of project-based learning, and levels of critical thinking skills of students as perceived by teachers as well as if project-based learning significantly predict critical thinking skills. This study used a convergent mixed method design with a total of 17 participants for qualitative data, specifically 10 participants for the individual interview and 7 for focus group discussion. Meanwhile, a total of 200 teachers were asked to answer the survey questionnaire for the quantitative data. A survey questionnaire was used to gather data on project-based learning and critical thinking skills. Moreover, all the variables project-based learning significantly predicts critical thinking skills. Meanwhile, two themes emerge from the interview which put emphasis on critical development, and learning impact. Furthermore, data revealed a strong confirmation on the corroboration between the quantitative data and the qualitative data. This study recommended that educators and educational institutions prioritize the integration of project-based learning (PBL) as a pedagogical approach to enhance students' critical thinking skills. To effectively implement PBL, educators should design and facilitate authentic, inquiry-driven projects that encourage students to engage in higher-order thinking processes such as analysis, evaluation, and synthesis.

ADAPTING TO THE UNPREDICTABLE: INNOVATION IN DISASTER PREPAREDNESS FOR AN ERA OF CLIMATE UNCERTAINTY

Jurdan Jake E. Cabrillos — 2024-12-06

Navigating the unpredictable landscape of climate uncertainty, public secondary high schools in Makilala North District stand as beacons of resilience, poised to equip the next generation for the challenges ahead. This research embarks on a journey into the heart of disaster preparedness, employing qualitative inquiry methods like in-depth interviews (IdI) and focused-group discussions (FGD) to uncover insights from administrators, teachers, and students in the local community. As the findings unfold, a nuanced picture emerges, highlighting both the challenges and opportunities faced. From integrating disaster preparedness into the curriculum to overcoming communication barriers, the study sheds light on the factors shaping education amidst climate uncertainty in the district. However, amidst these challenges, there are promising strategies to embrace, from innovative teaching approaches to collaborative partnerships, all aimed at strengthening the resilience of the school community. Beyond the obstacles, tangible benefits emerge. With a deeper understanding of disaster preparedness and innovative teaching methods, schools become safer and more resilient. In practical terms, this research urges administrators and educators to seize the mantle of innovation, collaboration, and technology integration to navigate uncertain times in the local context. Future research possibilities become apparent as this project draws to conclusion. It is a call to action for other teachers and researchers to keep exploring disaster preparedness in educational settings, recognizing schools as pillars of safety and optimism in the midst of an unpredictable climate.

TOOL DEVELOPMENT FOR PROMOTING ACADEMIC INTEGRITY IN PRIMARY PUBLIC SCHOOLS: AN EXPLORATORY APPROACH

Wennie M. Garialdo — 2024-12-05

This study explores promoting academic integrity in primary public-school through an exploratory mixed-method design. The approach involves an initial qualitative phase followed by a quantitative phase. More specifically, it aimed to construct, develop and evaluate the dimensions of promoting academic integrity in primary public-school scale. In the qualitative phase, there were seven teachers who participated in the in-depth interview and ten teachers participated in the focus group discussion. There were five themes that emerged from the interview that put emphasis on classroom policies and academic integrity guidelines, innovative classroom assessments and fair evaluation practices, student workshops and classroom discussions, integration of educational technologies to support integrity, and teacher-student partnerships and community involvement. A 100-item new approaches of teaching scale were also constructed based from the results of the interview. In the quantitative phase, 200 questionnaire responses were analyzed for exploratory factor analysis (EFA). Results showed five underlying dimensions of promoting academic integrity in primary public-school. A total of five themes on dimensions of promoting academic integrity in primary public-school questionnaire was developed which are Integration of Educational Technologies to Support Integrity with a total of 21 items, Innovative Classroom Assessments and Fair Evaluation Practices with a total of 15 items, Student Workshops and Classroom Discussions with a total of 14 items, Classroom Policies and Academic Integrity Guidelines with a total of 13 items, and Teacher-Student Partnerships and Community Involvement with a total of 14 items and the overall the scale has a total of 77-item questionnaire. This study recommended that future initiatives aimed at promoting academic integrity in primary public schools should incorporate a multifaceted approach, integrating innovative assessment methods, fair evaluation practices, student workshops, and classroom discussions. By combining these strategies, educators can create a comprehensive framework that addresses various aspects of academic integrity, from raising awareness and understanding to fostering practical skills and ethical decision-making.

INSIGHTS, CHALLENGES AND ASPIRATIONS OF NATIVE TEACHERS: A QUALITATIVE STUDY

Shairene O. Delgado — 2024-12-05

This study explored the insights, challenges, and aspirations of native teachers. Drawing on qualitative phenomenological research methods, data were gathered through interviews with teachers to explore their aspirations, the challenges they face, and their insights into the education Indigenous communities. Findings reveal that The teachers shared insights are described in themes such as opportunities, respect to indigenous culture and community, and cultural preservation. The participants of the study face challenge in facilitating learning; and in dealing with the community such as lack of teaching learning resources; dealing with people in the community; and negative attitude towards school and education. The teachers’ aspirations towards learning, are articulated in themes such as better education, social and cultural cohesion, and successful life.

RESILIENCE IN THE PRIMARY CLASSROOM: A QUALITATIVE STUDY OF TEACHERS’ EXPERIENCES

Margie L. Gumahob — 2024-12-05

This study conducted a thematic analysis of the lived experiences of primary school teachers to explore their resilience in the classroom using qualitative approach. The analysis revealed twelve distinct themes across three categories: teachers' resilience, the implications of their experiences, and their coping strategies and support systems. The first category identified Flexibility in Teaching, Resilience, Promoting Inclusivity, and Peer and Teacher Support as key aspects. These themes highlight the importance of adaptable teaching methods and a supportive network in fostering a resilient classroom environment. The second category focused on the implications of teachers' experiences, revealing themes of Diverse Challenges, Communication Struggles, Management Struggles, and Ineffective Assessments. These findings point to the need for improved communication and management training, along with the development of more effective assessment methods. The third category encapsulated teachers' coping strategies and support systems, identifying Sustainable Practices, Improvement in Teaching Practices, Interconnected Resilience in Education, and Continuous Self-Improvement as crucial. This suggests the importance of long-term, sustainable approaches and continuous professional development. The study concludes that resilience in the primary classroom is multifaceted, involving flexible teaching, inclusivity, effective communication, and sustainable practices. It recommends that school administrators should develop policies supporting these aspects, and teachers should continually adapt and improve their practices. Furthermore, learners should be encouraged to embrace diverse learning environments, and future researchers should explore the long-term impacts of these resilient teaching practices.

UNDERSTANDING THE PREPARATORY LEARNING OUTCOMES OF PUPILS FROM DISADVANTAGED BACKGROUNDS: A QUALITATIVE STUDY

Cheryll Evangelio — 2024-12-05

This study conducted a thematic analysis that aims to understand the experiences of teachers in improving the preparatory learning outcomes of pupils from disadvantaged backgrounds. The research revealed nine critical themes, categorized into three main aspects: influential factors, challenges, and overcoming strategies. Significant themes identified under influential factors include Motivational Parental Engagement, highlighting the positive impact of active parental involvement; Parental Support Engagement, emphasizing the role of parents in backing their children's educational journey; and Differentiated Instruction, where teachers adapt their teaching methods to cater to diverse student needs. In terms of challenges, the study identified Socio-economic Hardships, revealing the financial and environmental obstacles students face; Discrimination, indicating the biases and prejudices pupils encounter; and Educational Resource Scarcity, pointing to the lack of adequate learning materials and facilities. Strategies for overcoming these challenges encompass Customized Learning Support, focusing on individualized educational approaches; Holistic Relationships, emphasizing the importance of comprehensive student-teacher connections; and Sustainable Collaborations, advocating for enduring partnerships among educators, parents, and communities. Conclusions suggest that effective educational outcomes for disadvantaged pupils require a multifaceted approach, integrating parental engagement, differentiated instruction, and overcoming socio-economic and resource-related barriers. The study recommends strengthening parental involvement, enhancing resource allocation, and developing tailored teaching strategies. It also underscores the need for addressing socio-economic disparities and fostering inclusive education environments to mitigate discrimination.

EXPLORING FILIPINO TEACHERS’ STRATEGIES IN BUILDING PSYCHOLOGICAL RESILIENCE IN THE WORKPLACE: AN EXPLORATORY SEQUENTIAL DESIGN

Richelle Bigcas — 2024-12-05

This study aimed to explore the strategies of Filipino teachers employ to build psychological resilience in the workplace utilizing exploratory factor analysis. The study identified eight themes and seven dimensions integral to resilience in teaching. These encompassed aspects like Mindful Resilience, Growth-Oriented Resilience, and Empathetic Engagement. The reliability of these dimensions was confirmed through a high Cronbach's Alpha score, establishing the validity of the measurement instrument with 48 items across seven dimensions. The findings revealed a multifaceted approach to resilience, emphasizing the need for emotional intelligence, adaptability, and professional growth. The high reliability and validity of the resilience strategies scale suggested its utility in educational settings for both research and practical assessment. Based on these insights, the study recommends that school administrators implement comprehensive resilience training programs and establish robust support systems within schools. For teachers, continuous professional development focused on resilience and mindfulness is crucial. Additionally, learners should be encouraged to develop resilience skills and foster a supportive learning environment. Future researchers are advised to expand the participant pool and enhance the generalizability of the results. These recommendations aim to foster a holistic approach in education that intertwines teacher well-being with professional competence, creating an environment where resilience is both taught and embodied.

THROUGH THICK AND THIN: LIVED EXPERIENCES OF MARGINAL TEACHERS IN TEACHING ALTERNATIVE LEARNING SYSTEM

Lily Grace M. Dalisay — 2024-12-06

This study delves into the lived experiences of marginal teachers in the Alternative Learning System (ALS) through qualitative research design which uncovering critical themes that shape their teaching practices, challenges, and perceptions of the program's impact. Through thematic analysis, the research identifies twelve pivotal themes distributed across three distinct areas of focus. Firstly, the themes of Marginal Education, Patience and Flexibility, Inclusive Evaluation, and Team Engagement emerged, highlighting the unique educational approaches and collaborative strategies employed by marginal teachers in ALS. These themes emphasize the necessity for adaptability and teamwork in addressing the diverse needs of ALS learners, underscoring the complexity of their educational landscape. Secondly, the study reveals key operational challenges, encapsulated in the themes of Resource Deficiency, Infrastructure Limitations, Time Efficiency, and Needs Recognition. These themes underscore the constraints and demands faced by teachers in ALS, pointing to significant areas requiring systemic improvement and resource allocation. Thirdly, the analysis identifies the themes of Skills Development, Empathy and Collaboration, Learner Engagement, and Professional Development, which reflect the perceived impact of the ALS program. These themes indicate a multifaceted influence on both learners and teachers, emphasizing the program's role in fostering practical skills, collaborative learning environments, and continuous professional growth. Conclusively, this comprehensive exploration provides insightful revelations into the dynamics of teaching in the ALS, recommending the need for policy interventions, resource enhancement, and supportive teaching frameworks. The findings highlight the importance of understanding the unique challenges and contributions of marginal teachers in alternative education systems.

DIMENSIONS OF PARENTAL BELIEFS ON STUDENTS' SUCCESS: AN EXPLORATORY SEQUENTIAL DESIGN

Michelle R. Bacus — 2024-12-05

This study aims to explore the parental beliefs and their impact on student success, revealing a multifaceted landscape of influences through thematic analysis and Exploratory Factor Analysis (EFA). Five key themes emerged: High Expectation Belief, Discipline Belief, Positive Reinforcement Belief, Instilling Love for Learning Belief, and Open Communication Belief. These themes underscore the complex role parents play in shaping academic outcomes, emphasizing the need for realistic expectations, constructive discipline, positive reinforcement, fostering a love for learning, and maintaining open communication. The EFA further delineates five underlying dimensions, illustrating the nuanced interplay between parental attitudes and student success. The robustness and consistency of the Parental Beliefs on Students' Success scale were confirmed by high reliability scores (Cronbach’s alpha = 0.901), validating its utility for assessing parental beliefs. Based on these findings, the study recommends that school administrators and teachers foster environments that support these key parental beliefs, through programs that encourage parent engagement and resources for integrating these beliefs into educational practices. For parents, the recommendation is to engage in practices that reflect these themes, thereby supporting their children's educational journey. The final instrument, consisting of 47 items across five dimensions, offers a validated tool for future research and practical application in engaging parents and optimizing student success through informed and supportive parental involvement. This study lays the groundwork for targeted interventions that align with identified parental beliefs, aiming to enhance student academic achievement

MEDIATING ROLE OF IMMERSIVE LEARNING TECHNOLOGY AS ESTIMATED BY PEDAGOGICAL PRACTICES AND TEACHERS’ DIGITAL COMPETENCE: A CONCURRENT TRIANGULATION DESIGN

Stella Marie P. Limos — 2024-12-05

This study aims to investigate the mediating role of immersive learning technology in the relationship between pedagogical practices and teachers' digital competence, employing a concurrent triangulation design. Through a comprehensive analysis combining qualitative and quantitative methods, the research delineates how immersive learning technology, pedagogical practices, and digital competence intersect to influence educational outcomes. The study's findings reveal a consistent high level of immersive learning technology, with an overall mean score of 4.33, demonstrating significant engagement with technology in enhancing student engagement, learning outcomes, and overall technological application. Similarly, pedagogical practices exhibited a high level of implementation, with an overall mean of 4.33 across instructional strategies, curriculum integration, and assessment methods, reflecting a commitment to effective teaching methodologies. Furthermore, teachers’ digital competence also registered a high level, with an overall mean score of 4.31, indicating a robust proficiency in technological skills, professional development, and the innovative use of technology. Correlation analysis highlighted significant relationships between immersive learning technology and pedagogical practices, immersive learning technology and teachers' digital competence, and between pedagogical practices and teachers' digital competence, suggesting that these elements are interdependently enhancing educational practices. Regression analysis and Sobel tests further confirmed immersive learning technology’s significant mediation between pedagogical practices and teachers' digital competence, underlining immersive learning technology’s pivotal role in bridging effective pedagogy with digital proficiency. Thematic analysis from teachers' lived experiences revealed key themes such as the necessity of enhancing learning engagement, the integration of methodology and technology, educator skill development, and the challenges of technological implementation, all of which align with the quantitative findings, confirming, merging, and connecting the data. This study underscores the crucial interplay between ILT, pedagogical practices, and digital competence in shaping contemporary education, advocating for strategic integration to optimize teaching and learning experiences.

ETHICAL PREDICAMENTS ENCOUNTERED BY EDUCATIONAL ADMINISTRATORS: A QUALITATIVE STUDY

Henalyn M. Balah — 2024-12-06

This study examined the ideas of the ethical predicaments encountered by educational administrators. Particularly, this study used a phenomenological research design with educational administrators as the participants in the study. There where ten participants involved for the individual interview and another 7 participants for the focus group interview. The data collections happened using a face-to-face interview and the data gathered has been analyze using Braun and Clarke model, using a self-made interview guide questionnaire to contextualized the questions. The result revealed that there are two themes on the ethical challenges that the educational administrators encounter, these are: conflicts of interest, discrimination and bias. Meanwhile, there are two ways how administrators navigate ethical predicaments which include: open communication channels, integrity and honesty. Furthermore, there are two emerging themes about the things that influenced decision-making in ethical dilemmas for educational administrators and that includes: institutional culture, external influences or political factors. This study recommended that educational administrators prioritize the cultivation of a supportive institutional culture that values integrity, transparency, and accountability to effectively navigate ethical predicaments. Administrators should actively promote open communication channels and foster a culture of trust and collaboration among stakeholders to facilitate transparent dialogue and ethical decision-making processes.

REALITY AND ASPIRATIONS OF FILIPINO ESL TEACHERS IN THE DIGITAL WORKPLACE: A DESCRIPTIVE PHENOMENOLOGICAL STUDY

Lovely S. Galope — 2024-12-05

The study explores the experiences of Filipino ESL teachers who have worked as online teachers for at least two years. The researchers used a descriptive phenomenological method and analyzed interviews from nine participants using Colaizzi's method. Five themes emerged: a) The Lived Experiences of Online ESL Teachers in Building a Successful Online Teaching Career, b) The Perks of Working as an Online ESL Teacher in a Digital Workplace, c) Personal and Professional Growth Aspirations for Career Advancement and Professional Development Opportunities, d) Recommendations to Prospective Applicants and Considerations on Becoming ESL Teachers, and e) Recommendations on Improving Working Conditions and Support for ESL Teachers. Online ESL teachers face rigorous selection procedures and adapt to challenges. Perks include flexibility, convenience, career growth, positive student impact, advanced communication tools, and financial stability. ESL teachers aspire to create a conducive learning environment, continuously improve skills, and pursue professional development opportunities. Prospective applicants should consider their passion, qualifications, communication skills, and adaptability. Improving working conditions involves salary considerations, teacher support, collaboration, and student behavior. The study recommends that ESL companies should improve payment processes, conduct regular salary evaluations, and address student behavior to boost employee satisfaction, motivation, and competitiveness.

ASSESSING THE EFFECTIVENESS OF TEACHER TRAINING PROGRAM ON STUDENTS’ ACHIEVEMENT: AN EXPLORATORY APPROACH

Evelyn E. Coquilla — 2024-12-05

This study investigates the effectiveness of teacher training programs on student achievement, employing a mixed methods that includes Exploratory Factor Analysis (EFA). Through thematic analysis, seven themes were identified, reflecting the lived experiences of teachers and the multifaceted impact of training programs. These themes encompass Pedagogical Innovation, Educational Empowerment, and others, indicating the complex dynamics of effective teaching and learning. EFA further delineated seven dimensions critical to training efficacy such as Emphatic Responsiveness and Adaptive Teaching Mastery. The reliability of the assessment tool was confirmed with a high Cronbach’s alpha value, validating its use in educational research and practice. Conclusively, the study underscores the importance of comprehensive teacher training programs that address both pedagogical skills and broader educational challenges. The findings suggest that such programs significantly contribute to improve student achievement by fostering innovative teaching strategies, enhancing teacher confidence, and promoting an inclusive learning environment. Recommendations cultivating a supportive leadership culture. Teachers are encouraged to pursue continuous professional development and adopt reflective practices. For learners, active engagement and advocacy for inclusive education are suggested. Future researchers should explore the long-term effects of teacher training and the potential of innovative educational technologies.

EVALUATING PARENTS’ INVOLVEMENT ON THE SAVING AND SPENDING HABITS OF YOUNG PEOPLE: EXPLORATORY APPROACH

Lerielee P. Gramatica — 2024-12-05

This study highlights the impact of parental involvement on the financial habits of young people, focusing on saving and spending behaviors. The research aims to determine whether parental involvement in financial education and decision-making processes influences the financial literacy and habits of children as they transition into adulthood. The study employs a mixed-methods approach, combining both qualitative and quantitative data collection and analysis, with a final phase of integration of data through EFA. The collected data were analyzed through individual interviews, focused group discussion from the 200 respondents. A set of 100-item questionnaire was formed and derived from 7 emerging themes of the study which include interactive learning provision, financial discipline practice, role modelling good financial habits, transparent communication skills, financial awareness, financial security and stability, setting of goals. Each factor is represented by its number of items. KMO and Bartlett’s Test of Sphericity revealed that factor loadings are adequate for factor analysis. It was found out that emerging themes were very significant and high correlated on the saving and spending habits of young people.

PROBING TEACHERS’ APPROACHES FOR PROMOTING EQUITY AND FAIRNESS IN SCHOOLS: EXPLORATORY APPROACH

Aiza Estrella — 2024-12-05

This study determined the probing Teachers’ approaches for promoting equity and fairness in schools. The exploratory sequential mixed methods design was utilized that started with qualitative phase then followed by quantitative data collection and analysis. More specifically, it aimed to probe Teachers’ approaches for promoting equity and fairness in schools. In the qualitative phase, there were ten (10) teachers who participated in the in-depth interview and seven (7) teachers participated in the focus group discussion. Moreover, a total of 200 teachers have been selected as respondents in quantitative phase. Meanwhile, the data were analyzed using the thematic analysis and exploratory factor analysis (EFA). The results show that a total of five themes have emerged in the qualitative findings that put emphasis on providing equal opportunities, listening to their ideas/ better communication, valuing their contribution, treating all with respect, and establish an inclusive environment. . On the other hand, the EFA results showed four underlying dimension of promoting equity and fairness, strategies for ensuring inclusive education and equal opportunities for all students.

EXPLORING THE DIMENSIONS OF TEACHERS SENSE OF SELF-EFFICACY IN HYBRID LEARNING: AN EXPLORATORY SEQUENTIAL DESIGN

Hasnaira Tingli — 2024-12-05

This study explores the dimensions of teachers' self-efficacy in hybrid learning environments through thematic analysis and Exploratory Factor Analysis (EFA). The research identified eight significant themes, such as Collaborative Growth Experiences and Intentional Persuasive Teaching, highlighting the complex nature of educators' confidence across in-person and online modalities. Moreover, the EFA revealed five critical dimensions of self-efficacy: Autonomy and Collaboration, Cultivating Holistic Development Skills, Inclusive Technology Integration, Technical Agility and Support, and Assessment and Adaptation. These findings underscore the importance of not only technological proficiency but also pedagogical, interpersonal, and reflective skills in hybrid teaching. High reliability scores from the Cronbach’s alpha test confirmed the internal consistency and robustness of the questionnaire developed to measure these dimensions. The study affirms that effective hybrid teaching relies on a broad spectrum of skills beyond technological competence, including collaborative practices, adaptability, and holistic development. Teachers' sense of self-efficacy in these areas is crucial for creating engaging and inclusive learning experiences. It is recommended to prioritize professional development programs that encompass the identified dimensions of self-efficacy. The teachers should be encouraged to engage in continuous learning opportunities focused on enhancing digital literacy, collaborative skills, and adaptive teaching methods. Future research should aim to further refine the measurement tool and explore its applicability in diverse educational settings.

A PATH ANALYSIS ON THE TEACHER’S PERFORMANCE AS ESTIMATED BY INSTRUCTIONAL SUPERVISION, MOTIVATION AND PROFESSIONAL DEVELOPMENT PRACTICES

Liezel Cabrillos — 2024-12-06

This study attempted to investigate the teacher’s performance, instructional supervision, teacher’s motivation, and professional development practices of elementary and secondary public-school teachers. Three hundred teachers from Makilala West district, Cotabato participated during the conduct of this study for the S.Y. 2024. This study employed a path analysis method using quantitative approach. The data gathering tool contained an adopted questionnaire coming from the different authors. Mean, standard deviation, Pearson product moment correlation, multiple regression analysis and structural equation modeling were used in statistical tool. Based on the findings of the study, instructional supervision, teacher’s motivation, and professional development were described as high. The results also revealed that there is a significant relationship between instructional supervision, teacher’s motivation, and professional development. Instructional supervision and teacher’s motivation have significantly predicted the teacher’s performance compared to professional development. The goodness of fit results revealed that the values were not within the range of the indices criteria. This means there was no model that fits well with the data which can best explain the teacher’s performance.

MEDIATING ROLE OF POSITIVE ACTION LEARNING AS ESTIMATED BY STUDENTS’ SOCIAL EMOTIONAL BEHAVIOR AND ACADEMIC COMPETENCE: A CONCURRENT TRIANGULATION DESIGN

Aiza May C. Ferrer — 2024-12-05

The study was conducted to find out the levels of social emotional behavior, levels of positive action learning and levels of academic competence among students as well as if social emotional behavior and positive action learning significantly predict academic competence, and also if social emotional behavior really mediates the relationship between social emotional behavior and academic competence. This study used a convergent mixed method design with a total of 17 participants for qualitative data, specifically 10 participants for the individual interview and 7 for focus group discussion. Meanwhile, a total of 200 students were asked to answer the survey questionnaire for the quantitative data. A survey questionnaire was used to gather data on social emotional behavior, positive action learning and academic competence. The result revealed that there is a high level of social emotional behavior, moderate level of positive action learning and high academic competence level. Moreover, all the variables social emotional behavior and positive action learning significantly predicts academic competence. On the other hand, social emotional behavior and positive action learning has a significant indirect effect on quality of academic competence. This implies that positive action learning really mediates the relationship between social emotional behavior and academic competence. Meanwhile, two themes emerge from the interview which put emphasis on quality teaching and student engagement. Furthermore, data revealed a strong confirmation on the corroboration between the quantitative data and the qualitative data. This study recommended that educational institutions prioritize and invest in quality teaching and student engagement as fundamental pillars to enhance students' academic performance.