Southeast Asian Journal of Multidisciplinary Studies

VIEWS ON TEACHER EXPLOITATION IN THE PUBLIC SCHOOL SYSTEM: A QUALITATIVE DESIGN

MYLENE F. AGUILAR — 2025-10-07

This study examined the views on teacher exploitation in the public school system. Particularly, this study used a phenomenological research design with teachers 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 teachers' perceptions and experiences about exploitation, these are: financial and material exploitation, and emotional and psychological impact on teachers. Meanwhile, there are two multifaceted factors contributing to exploitation in teaching which include: institutional pressures and expectations, and hierarchical power structures. Furthermore, there are two emerging themes about the recommendations and interventions to mitigate and prevent exploitation in teaching and that includes: legal and policy frameworks, and support systems for teachers facing exploitation. This study recommended that policymakers and educational stakeholders urgently address the prevalent issue of teacher exploitation within the public school system. Through extensive qualitative and quantitative analysis, it elucidated the multifaceted nature of exploitation, including inadequate compensation, excessive workloads, and limited professional development opportunities.

VOICES FROM AFAR: A QUALITATIVE STUDY OF TEACHERS’ CHALLENGES AND SUPPORT NEEDS IN TEACHING MULTI-GRADE CLASSES

JOY MAE Y. BUMACAS — 2025-09-26

This research aimed to examine the lived experiences, challenges encountered, and support needs of teachers in teaching multi-grade classes, uncovering pivotal themes that influence teaching effectiveness and student learning. Through qualitative analysis, three principal themes emerged: Utilizing Technology, Resourcefulness and Preparation, and Diverse Pedagogical Approaches, underscoring the necessity for adaptability, technological adeptness, and innovative teaching methods to cater to the diverse learning needs within multi-grade settings. Additionally, the study identified critical challenges and support requirements, highlighting the need for comprehensive support and resources to enable teachers to navigate the complexities of multi-grade teaching successfully.

The conclusions drawn from the study emphasize the multifaceted nature of teaching in multi-grade classrooms and the imperative for strategic support mechanisms. To address these insights, the study recommends two-fold actions targeting both educational practitioners and policymakers. For school administrators, an investment in educational technology and the facilitation of collaborative teacher networks are paramount. Teachers are encouraged to pursue continuous professional development and to implement collaborative learning strategies to foster a supportive and dynamic learning environment. Furthermore, the study suggests that future research should focus on longitudinal studies to assess the long-term impact of these interventions and explore the integration of technology in multi-grade classrooms more deeply. The study's findings contribute valuable perspectives to the discourse on multi-grade teaching, proposing actionable strategies to enhance teaching efficacy and student engagement in such settings.

UNRAVELING DIGITAL DISTRACTIONS: EXPLORING THE IMPACT AND ADAPTIVE STRATEGIES FOR MANAGING TECHNOLOGICAL INTERRUPTIONS ON STUDENT LEARNING

MARIE CRIS CANE-MOLINA — 2025-10-07

This study examined the impact and adaptive strategies for managing technological interruptions on student learning. Particularly, this study used a narrative research design with students as the participants in the study. There where ten participants involved for the individual interview and another seven 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 students’ perception and coping with technological interruptions in learning, these are: frustration and reframing, and disengagement taking breaks. Meanwhile, there are two things on strategies are used by educators and students to manage technological interruptions which include: alternative learning methods, and seeking support. Furthermore, there are two emerging themes about the students’ recommendations to improve their learning in times of technological disruptions and that includes: provide digital literacy training and increase awareness of distractions. This study recommended that educational institutions prioritize the implementation of digital literacy training programs and distraction awareness initiatives to effectively manage technological interruptions and optimize student learning experiences. By providing students with the necessary skills and knowledge to navigate digital environments and identify potential distractions, institutions can empower them to adapt and thrive in the face of technological challenges.

NAVIGATING NOVICE-SEASONED TEACHER COLLABORATIONS: CHALLENGES AND OPPORTUNITIES

IRENE O. SUMABONG — 2025-09-26

This study examined the ideas of navigating novice-seasoned teacher collaborations. Particularly, this study used a narrative research design with teachers as the participants in the study. There were 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 analyzed using Braun and Clarke model, using a self-made interview guide questionnaire to contextualize the questions. The result revealed that there are two themes on challenges novice teachers face when collaborating with seasoned teachers and how these challenges can be addressed, these are: power dynamics, and experience gap. Meanwhile, there are two reasons why novice teachers' background experiences and perspectives contribute to the collaboration process which include: enthusiasm and energy, and adaptability to change. Also, there are two emerging themes about the strategies do seasoned teachers employ to support novice teachers in overcoming the challenges they face in the classroom and that includes: providing constructive feedback, and a supportive working environment. Furthermore, there are two emerging themes about the key factors that contribute to the success of collaborative learning experiences for both novice and seasoned teachers and that includes: mutual respect and trust, and opportunities for professional growth. This study recommended that educational institutions prioritize the establishment of structured mentorship programs to facilitate effective collaborations between novice and seasoned teachers. By pairing novice educators with experienced mentors, schools can create opportunities for knowledge exchange, skill development, and professional growth.

EXAMINING IP STUDENTS' VIEWS ON ADAPTIVE TECHNOLOGICAL TRANSITION IN LEARNING: AN EXPLORATORY SEQUENTIAL DESIGN

RYAN R. DECENILLA — 2025-10-07

This research employed an exploratory sequential design to examine dimensions of adaptive technological transition for Indigenous students. Findings underscore technology's role in learning, emphasizing cultural relevance and equitable opportunities for enhanced educational experiences. Seventeen respondents were purposively chosen, with ten participating in in-depth interviews and seven in focus group discussions. Additionally, three hundred participants underwent random selection for Exploratory Factor Analysis (EFA). Thematic analysis revealed seven key themes, encompassing technology's role for IP’s learning, significance of technology, technology-enhanced learning, IP learning transformation, access & connectivity challenges, cultural enrichment technology, educational technology empowerment. EFA identified five dimensions: Tech-Culture Learning, Digitalized Learning Environments, Technological Equity in Learning, Culturally Inclusive Technology, and Technological Learning Diversity. This highlights the imperative integration of culturally sensitive technology solutions for Indigenous communities. The final instrument, exhibiting high reliability (97.3%), comprises 58 items across five dimensions, ensuring face validity. In conclusion, technology's impact on Indigenous students necessitates prioritizing accessibility, cultural relevance, and equitable opportunities.

FOSTERING A POSITIVE LEARNING CLIMATE TO REDUCE CLASSROOM COMPETITION PRACTICES: EXPLORATORY APPROACH

NYRA B. CERALVO — 2025-09-26

This study explores determine the positive learning climate practices to reduce classroom competition practices 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 positive learning climate practices to reduce classroom competition practices 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 collaborative learning culture, individualized learning paths. emphasis on personal growth, cultivating a supportive classroom community, and assessment as learning tools, not ranking metrics. 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 positive learning climate practices to reduce classroom competition practices. A total of five themes on dimensions of positive learning climate practices to reduce classroom competition practices questionnaire was developed which are Cultivating a Supportive Classroom Community with a total of 17 items, Individualized Learning Paths with a total of 14 items, Emphasis on Personal Growth with a total of 18 items, Collaborative Learning Culture with a total of 12 items, and Assessment as Learning Tools, Not Ranking Metrics with a total of 12 items and the overall scale has a total of 73-item questionnaire. This study recommended that educators prioritize the cultivation of a positive learning climate to effectively mitigate classroom competition practices. By fostering an environment that emphasizes collaboration, support, and individual progress rather than comparison and rivalry, educators can create a conducive atmosphere for learning.

EXAMINING TEACHER'S VIEW ON SCHOOL DISCIPLINE PRACTICES IN PUBLIC SCHOOLS: EXPLORATORY DESIGN

DIVINA M. CHING — 2025-10-07

This study explores teacher’s view on school discipline practices in public schools 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 teacher’s view on school discipline practices in public schools’ 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 authoritarian view in disciplining, permissive view in disciplining, restorative justice view in disciplining, behaviorist view in disciplining, and democratic view in disciplining. A 100-item teacher's view on school discipline practices in public schools’ scale were also constructed based on the results of the interview. In the quantitative phase, 200 questionnaire responses were analyzed for exploratory factor analysis (EFA). Results showed eight underlying dimensions of teacher’s view on school discipline practices in public schools. A total of eight themes on dimensions of teacher’s view on school discipline practices in public schools questionnaire was developed which are authoritarian view in disciplining with a total of 14 items, permissive view in disciplining with a total of 14 items, restorative justice view in disciplining with a total of 8 items, behaviorist view in disciplining with a total of 7 items, democratic view in disciplining with a total of 12 items, balanced and empathetic discipline with a total of 11 items, flexible discipline with a total of 7 items, and critical and collaborative discipline with a total of 7 items and the overall the scale has a total of 80-item questionnaire. This study recommended that to effectively address the complexities of disciplinary challenges in public school settings, it is recommended to prioritize a collaborative and inclusive approach. This involves fostering open dialogue and communication channels between teachers, administrators, students, and parents to co-create disciplinary strategies that reflect the values of empathy, understanding, and fairness.

CHALLENGES OF TEACHING AND LEARNING ARABIC IN MADRASAH: ASATIDZ PERSPECTIVE

RAHMA P. MUSTAPHA — 2025-09-26

Madrasah (school) setting specifically those that were situated at Kidapawan City, the Asatidz (teacher) have experienced new challenges in teaching and learning in lieu to the current educational status that we have today considering that Arabic Language and Islamic Values Education (ALIVE) is an additional subject for selected learners. Existing and new challenges in teaching and learning in the said setting were discovered during this three-month long research study. The following were determined in the research study conducted: lived experiences of the Asatidz in the Madrasah program, challenges encountered by the Asatidz in the Madrasah Program, pedagogical strategies or approaches employed to overcome the challenges, and the recommendations in the sustaining the Madrasah Program. After the data has been gathered, it has undergone thematic analysis, more precisely the Colaizzi approach, which methodically examines and extracts insights and deeper meanings from the experiences of participants. Participants of this study were composed of eighteen (18) Asatidz that are employed in the Madrasah (schools) located at Kidapawan City. Purposive sampling was employed to critically choose the participants that are fit to respond to the prepared interview guide questionnaire. Live experiences of the Asatidz often revolve around instruction, the promotion of Islamic values, and equity. Challenges encountered by the Asatidz in the Madrasah Program are focused mainly on pedagogical hurdles, operational limitations, and instructional obstacles. Moreover, pedagogical strategies or approaches employed to overcome the challenges include instructional variety, utilization of emerging technology, and stakeholder involvement. And lastly, the recommendations in sustaining the Madrasah Program were collective engagement and assistance, modernization, and career advancement

THE MEDIATING ROLE OF LEADERSHIP INTEGRITY ON EMPLOYEES TRUST AND COMMITMENT WITHIN THE FRAMEWORK OF SUSTAINABLE DEVELOPMENT: A CONVERGENT DESIGN

AURREN I. CAPATAN — 2025-10-07

The study was conducted to find out the levels of trust, levels of leadership integrity and levels of commitment among teachers as well as if trust and leadership integrity significantly predict commitment, and also if trust really mediates the relationship between trust and commitment. 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 trust, leadership integrity and commitment. The result revealed that there is a high level of trust, high level of leadership integrity and high commitment level. Moreover, all the variables trust and leadership integrity significantly predicts commitment. On the other hand, trust and leadership integrity has a significant indirect effect on quality of commitment. This implies that leadership integrity really mediates the relationship between trust and commitment. Meanwhile, two themes emerge from the interview which put emphasis on pedagogical alignment and educational goals, alongside access, training, and support. Furthermore, data revealed a strong confirmation on the corroboration between the quantitative data and the qualitative data. This study recommended that organizations prioritize the cultivation of leadership integrity as a fundamental component of their sustainable development strategies. Given the mediating role of leadership integrity on employees' trust and commitment, organizations should invest in leadership development programs that emphasize ethical leadership practices, transparency, and accountability

THE STRUGGLE IS REAL: LIVED-EXPERIENCES OF TEACHERS WITH MULTIPLE ANCILLARY TASKS

VIRGIL JOHN D. BOGAOAN — 2025-09-26

In the contemporary landscape of education, teachers are increasingly burdened with multiple ancillary tasks, transcending traditional teaching roles. This qualitative phenomenological study explores the lived experiences of 10 teachers from Tacurong Pilot Elementary School, employing a qualitative research design with a focus on phenomenology. Participants, each with a minimum of one year of teaching experience and handling at least three coordinatorship/designation roles, were selected to provide diverse perspectives on the challenges and opportunities associated with multiple ancillary tasks.Data collection incorporated various sources, including observations, interviews, documents, and audio-visual materials, within a natural setting. Thematic analysis, a method emphasizing the identification of recurring themes in qualitative data, was employed to analyze teachers' lived experiences. The findings reveal three main themes concerning daily challenges: Juggling Time Demands, Emotional Toll and Burnout, and Impact on Instructional Quality. Additionally, the study elucidates five themes related to job satisfaction and well-being, including Strain on Work-Life Balance, Erosion of Job Satisfaction, Emotional Exhaustion, Impact on Collegial Relationships, and Seeking Purpose and Impact. Furthermore, the impact on teaching practices and student outcomes is explored, highlighting themes such as Restriction of Instructional Creativity, Impact on Individualized Student Support, and Struggle with Timely and Effective Feedback. This research contributes nuanced insights into the multifaceted impact of ancillary tasks on teachers, offering valuable implications for supporting teacher well-being and enhancing educational outcomes.

EXPLORING THE IMPACT OF TEACHERS’ LIFE PERSPECTIVES ON INCLUSIVITY: A QUALITATIVE STUDY

MERAFEL S. VILLARAIZ — 2025-10-07

This study provides a comprehensive analysis of the lived experiences of teachers in relation to inclusivity, highlighting key themes that emerged from in-depth interviews and focus group discussions. The thematic analysis identified three main themes that shape teachers' perspectives on inclusivity: 'Respect and Acknowledgement,' ‘Formative Experiential Background,' and 'Volunteering for Marginalized Communities.' These themes underscore the significant impact of teachers' personal experiences and community involvement on their approach to inclusive education. They also reflect the critical role of respect and recognition in shaping a teacher's ability to foster an inclusive environment. Additionally, the research revealed three prominent challenges faced by educators in the realm of inclusivity: 'Lack of Cultural Diversity Awareness,' 'Mistreatment and Inequality,' and 'Professional Development.' These challenges highlight the necessity for enhanced cultural awareness among teachers, addressing issues of inequality within the educational setting, and the importance of continuous professional development to equip teachers with the skills required to manage these challenges effectively. Furthermore, the study explores teachers' recommendations for promoting inclusivity, focusing on 'Enhancing Assessment Techniques,' 'Lifelong Commitment,' and 'Family and Community Involvement.' These recommendations emphasize the need for innovative assessment strategies that cater to diverse learning styles, a sustained dedication to inclusivity in education, and the importance of engaging with families and communities to foster an inclusive learning environment. This study concluded that valuable insights into the complexities of inclusivity in education providing a nuanced understanding of the factors that influence teachers' perspectives and practices. It offers a foundation for developing targeted strategies to enhance inclusivity in educational settings.

A PATH ANALYSIS ON TEACHER'S PRODUCTIVITY AS ESTIMATED BY CONTINUING PROFESSIONAL DEVELOPMENT, SELF-MOTIVATION AND PSYCHOSOCIAL ATTRIBUTES

NORHAYA MAMALO AMEROL — 2025-09-30

The study was conducted to find out the levels of continuing professional development, levels of self-motivation, levels of psychosocial attributes, and teacher’s productivity, as well as if continuing professional development, self-motivation, and psychosocial attributes significantly predict Teacher’s productivity, and this study determined the best model that could explain Teacher’s productivity. This study used a structural equation modeling with a total of 200 students connected in the public education were asked to answer the survey questionnaire for the quantitative data. A survey questionnaire was used to gather data on continuing professional development, self-motivation, psychosocial attributes and Teacher’s productivity. The result revealed that there is a high level of continuing professional development, high level of self-motivation, high level of psychosocial attributes, and high level of Teacher’s productivity. Moreover, all the variables: continuing professional development, self-motivation, and psychosocial attributes have significantly relationship with Teacher’s productivity. On the other hand, continuing professional development, was found to be the predictor of Teacher’s productivity. Lastly, the study revealed that the best model in explain the factors of Teacher’s productivity is the model five where it displays the interrelationship of continuing professional development, self-motivation and psychosocial attributes. Moreover, the indirect effect of continuing professional development and psychosocial attributes on the Teacher’s productivity. This study recommended that educators prioritize and actively engage in continuing professional development, foster internal motivation, and cultivate positive psychosocial attributes to enhance and optimize their overall productivity in the teaching profession.

UNFOLDING STORIES OF TEACHERS WITH MULTIPLE ANCILLARY FUNCTIONS: A PHENOMENOLOGICAL STUDY

HARIETTE T. BORJA — 2025-10-07

This study determined the extent of unfolding stories of teachers with multiple ancillary functions in Tboli 1 District, South Cotabato. There are 7 participants were invited for in-depth-interview (IDI) and 8 participants for focus group discussion (FGD). This study employed phenomenological research design. The data gathering tool contained formulated interview guide that asks questions about their thoughts on handling multiple ancillary functions for in-depth-interview (IDI) and focus group discussion (FGD). The results revealed upon thematic content analysis that the unfolding stories of teachers with multiple ancillary functions have four emerging themes which includes lived experiences in handling multiple ancillary functions; internal and external influences, teachers’ wellbeing and professional development and teachers’ attitude towards handling multiple ancillary functions. It is concluded that increasing teachers’ ability to handle ancillary functions requires researchers, educators and policy makers to forego short-term gains on measures that determine teachers’ resiliency in favor of long-term solutions that requires years to develop. Improving resiliency and empowerment across teachers requires an early and sustain emphasis on the development of understanding, knowledge, awareness and motivation supporting teachers’ wellbeing and professional development. Despite decades of research on ancillary functions, school-community spend little time using evidence-based methods. To ensure that teachers are prepared to use evidence-based practices to meet the resiliency and motivation needs of their own self, education leaders must strengthen teacher preparation programs and professional development in relation to handling multiple ancillary functions.

THE HOMEWORK DILEMMA: A QUALITATIVE EXPLORATION OF ABOLISHING HOMEWORK IN SCHOOLS

NIDA G. ALDAMAR — 2025-09-26

This study examined the ideas of abolishing homework in schools. Particularly, this study used a narrative research design with students 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 students perception of the impact of homework on their learning, these are: enhanced understanding, and strengthened self-discipline. Meanwhile, there are two reasons and motivations behind considering the abolition of homework in schools which include: potential for burnout, and limited time for socializing. Furthermore, there are two emerging themes about the potential benefits and challenges associated with abolishing homework for students and that includes: learning development, and learning disengagement. This study recommended that any consideration of abolishing homework in schools should be approached with caution and careful consideration of both potential benefits and challenges. While abolishing homework may offer advantages such as promoting student well-being, fostering holistic learning experiences, and reducing academic stress, it also poses significant risks, particularly concerning learning disengagement and the potential loss of valuable learning opportunities.

EXAMINING THE EFFECTS OF MOTIVATION AND ORGANIZATIONAL SUPPORT ON TEACHERS' PEDAGOGICAL TEACHING STRATEGIES: CONVERGENT DESIGN

CHERRYLYN ALMAREZ — 2025-10-07

The study was conducted to find out the levels of motivation, levels of organizational support and levels of pedagogical teaching strategies among teachers as well as if motivation and organizational support significantly predict pedagogical teaching strategies, and also if motivation really mediates the relationship between motivation and pedagogical teaching strategies. 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 motivation, organizational support and pedagogical teaching strategies. The result revealed that there is a high level of motivation, moderate level of organizational support and high pedagogical teaching strategies level. Moreover, all the variables motivation and organizational support significantly predicts pedagogical teaching strategies. Meanwhile, two themes emerge from the interview which put emphasis on pedagogical alignment and educational goals, alongside access, training, and support. Furthermore, data revealed a strong confirmation on the corroboration between the quantitative data and the qualitative data. This study recommended that educational institutions prioritize strategies to enhance both teacher motivation and organizational support to improve pedagogical teaching strategies. To boost teacher motivation, schools can implement initiatives such as recognition programs, professional development opportunities tailored to individual interests and needs, and fostering a positive work culture that values teacher contributions.

UNRAVELING THE DYNAMIC CHALLENGES FACED BY SCHOOL LEADERS FOR COMMUNITY TRANSFORMATION TO PROMOTE INCLUSIVE AND QUALITY EDUCATION: AN SDG 4 PERSPECTIVE

RYAN D. BUMACAS — 2025-09-26

This study aimed to explore the transformative role of school leaders in fostering community engagement towards achieving inclusive and quality education. Through qualitative approach, the research identifies key themes related to the lived experiences of school leaders, the challenges they face, and actionable recommendations for driving change. Three primary themes emerged: Community Engagement and Collaboration, Stakeholder Engagement and Collaboration, and Cultural Respect and Equity, highlighting the importance of multi-faceted approaches that incorporate community and stakeholder involvement with a deep respect for cultural diversity. These findings underscore the necessity for school leaders to act not only as educators but also as community connectors and cultural advocates. However, the path to transformation is fraught with challenges, including Community and Cultural Barriers, Operational Planning Impediments, and Economic Constraints. These obstacles call for systemic changes and the development of robust support mechanisms to facilitate the journey towards equitable education. In response, the study outlines crucial recommendations for school leaders: Effective Communication and Implementation, Strengthening Advocacy and Awareness, and Maximizing Resource Mobilization. These strategies emphasize the need for clear communication, enhanced advocacy for educational priorities, and efficient resource utilization to support inclusive education initiatives. Conclusively, the study accentuates the pivotal role of school leaders in community transformation for inclusive education, highlighting both the complexities of the challenges at hand and the strategic approaches required to overcome them. It calls for a collaborative effort among educational stakeholders to dismantle barriers and pave the way for equitable educational opportunities for all.

BREAKING THE CYCLE OF POVERTY:THE ROLE OF TEACHERS IN ADDRESSING THE NEEDS OF LOW-INCOME STUDENTS

CHERYL C. BASILIO — 2025-10-07

This study on the integrated findings of an exploratory sequential mixed methods research design investigate role of teachers’ in addressing the needs of low-income students to break the cycle of poverty. The exploratory sequential mixed methods design is characterized by an initial qualitative phase of data collection and analysis, followed by a phase of quantitative data collection analysis, with a final phase of integration or linking of data from the two separate strands of data. More specifically, it aimed to construct, develop and evaluate the role of teachers’ in addressing the needs of low-income students to break the cycle of poverty scale as viewed by the teachers. In the qualitative phase, there were ten teachers who participated in the in-depth interview and seven teachers participated in the focus group discussion. There were five themes that emerged from the interview that put emphasis on strategize, empowerment, connections, inclusivity, and community building. A 64-item role of teachers’ in addressing the needs of low-income students to break the cycle of poverty scale was also constructed based from the results of the interview, which was subjected to the quantitative phase. In the quantitative phase, 200 questionnaire responses were analyzed for exploratory factor analysis (EFA). Results showed four underlying dimensions on role of teachers’ in addressing the needs of low-income students to break the cycle of poverty. A total of four themes on Role of Teachers in Addressing the Needs of Low-Income Students Questionnaire was developed which are strategize with fifteen items; empowerment with fourteen items; connections with eleven items; and inclusivity with eight items with a total of 48- item questionnaire.

BUILDING POSITIVE TEACHER-STUDENT RELATIONSHIP IN PRIVATE SCHOOLS: EXPLORATORY APPROACH

CHRISTIAN DAVE A. BUMAGAT — 2025-09-26

This study determined the dimensions of building positive teacher-student relationship among private schools. Ten participants were invited for in-depth-interview (IDI) and 7 participants for focus group discussion (FGD). Two hundred (200) teachers as respondents used for exploratory factor analysis in the Municipality of M’lang, Cotabato. The study employed an exploratory sequential design. The data gathering tool contained formulated interview guide that asks questions about their thoughts on building positive teacher-student relationship in private schools. The results revealed upon factor analysis that building positive teacher-student relationship in private schools have eight themes which include managing the classroom and teaching methods, identifying problems and communicating expectations, self-reflection and establishing meaningful relationship, understanding differences and individual identity, showing empathy and motivation to work, provision of support and affection, increasing classroom engagement and interaction, meeting student’s expectations. Building Positive Teacher-Student Relationship Questionnaire with 89 items was developed. Reliability test revealed the results on building positive teacher-student relationship in private schools the overall Cronbach’s Alpha value of .921 which interpreted as very high. It means that the validity of the instrument was very high and suitable for using the instrument as a tool. Results from the Exploratory Factor Analysis (EFA) revealed that there are 89 items of set of questionnaires that are suitable for factor loading. This means that these items are appropriate and pass the face validity for measuring tools in the study.

UNPACKING THE EMOTIONAL JOURNEY: TEACHERS’ INSIGHTS ON TRANSITIONING FROM MODULAR TO FACE-TO-FACE LEARNING

MARIBEL L. TAN — 2025-10-07

This study explores teachers’ emotional journey on emergent transition from modular to face-to-face learning at Tboli 1 District, South Cotabato. There are 15 participants were invited for in-depth-interview (IDI) and 10 participants for focus group discussion (FGD). This study employed phenomenological research method. The data gathering tool contained formulated interview guide that asks questions about their thoughts on probing lived experiences on emergent transition of learning for in-depth-interview (IDI) and focus group discussion (FGD). The results revealed upon thematic content analysis that a teachers’ emotional journey on emergent transition have three emerging themes which includes difficulties on the delivery of teaching and learning; character building and personality development and efforts made in response to the ongoing challenges. Themes were discovered that can be connected to practical implications of this study when dealing with teachers’ emotional journey on the emergent transition from modular to face-to-face learning. It can be concluded that researchers, educators, and legislators must choose long-term solutions that take years to create over immediate gains on tests that gauge children's enthusiasm and readiness to learn if they hope to improve the learning capacities of children. An early and persistent focus on the development of background knowledge, vocabulary, inference, and comprehension monitoring skills is necessary to improve children' learning throughout grade levels. Teachers rarely use evidence-based teaching strategies in the classroom, despite decades of study on students' motivation to learn. Education leaders must improve professional development and teacher preparation programs to guarantee that educators are equipped to satisfy the literacy demands of their pupils through the application of evidence-based methods.