Competency-Based Performance Level for Full Intervention Grade 1 Pupils: Basis for Development of a Contextualized Learning Materials

/0 Comments/in /by

This study determined the competency-based performance level of full intervention Grade 1 pupils in literacy and numeracy as a basis for the development of contextualized learning materials in selected public elementary schools in Bulan, Sorsogon, during the school year 2023–2024. Specifically, the study identified the least-mastered competencies of pupils and developed validated contextualized intervention materials responsive to their learning needs. The study employed a descriptive-developmental research design utilizing a pre-test approach and the 4D model consisting of Define, Design, Develop, and Disseminate. The respondents included 230 full intervention Grade 1 pupils and four master teachers who served as validators of the developed materials. Data were analyzed using frequency count, percentage, and weighted mean. Findings revealed that the least-mastered competencies in numeracy were learning place value, learning addition and subtraction, and counting forward and backward. In literacy, the least-mastered competencies were attaining reading comprehension, determining the first and last sound, and learning phoneme analysis. Based on these findings, contextualized literacy and numeracy learning materials were developed to address the identified competency gaps among the pupils. Validation results showed that the developed materials were rated as very evident in terms of mechanics, content, format, organization, and accuracy. The study concluded that competency-based and contextualized learning materials are essential for addressing the foundational learning needs of full intervention Grade 1 pupils.

Experiences of Non-Reading Teachers: A Case Study

/0 Comments/in /by

Academic performance depends heavily on reading ability; however, a sizable number of young learners still face challenges in reading development even after teachers try to work on their basic literacy skills. This paper investigated the practices of teachers who are not specialized in reading as they deliver remedial reading lessons, generated a Guided Reading Program, and assessed its effectiveness. To gain a thorough knowledge of the setting, the qualitative case study method was selected, and interviews, observations, and document analysis were used as data gathering techniques. The results showed that around 80% of the teachers had no formal training in reading instruction, but they exhibited a lot of dedication and determination to help the learners overcome their reading problems. Besides limited teaching resources and a lack of sufficient training, teachers also pointed to low reading skills of learners as some of the issues preventing smooth instructional delivery; nevertheless, they recognized the great joy that came with helping struggling readers. The findings also pointed out that quite a lot of students had such great difficulties with reading that it really was a stumbling block for their academic progress, and these facts were brought out by the study of their reading behavior and analysis of different data sets. The introduction of the Guided Reading Program brought about desirable changes as reflected by learners’ enhanced results on the tests that were conducted before and after the training. Based on the research, the authors are of the opinion that if we want to solve the problem of literacy in a more effective way, then the reading intervention has to be done through a well-organized and directed method.

Impact of Transformational Leadership on Teachers’ Job Performance in Delta State

/0 Comments/in /by

The study assessed Impact of Transformational Leadership on Teachers’ Job Performance in Secondary Schools in Delta State, Nigeria. It adopted the descriptive survey design and was guided with 3 research questions and 3 hypotheses. Purposive sampling technique was used to select 493 principals and 4280 teachers representing 30% of the population (14,762). A 52-item questionnaire was used for data collection. The questionnaire was structured on a 4-point scale: Very high Extent (VHE) – 4 points, High Extent (HE) – 3 points, Low Extent (LE) – 2 points, Very Low Extent (VLE) – 1 point. The face and content validity of the instrument was ascertained and to ensure internal consistency, 30 copies of the questionnaire were administered to one principal and 29 teachers at Government Comprehensive Secondary School, Tungbo, Bayelsa State which was not part of the area of study. The data collected were subjected to Cronbach Alpha which yielded the following reliability co-efficient results: 1. r = 0.76, 2. r = 0.70, 3. r = 0.68 with whole reliability r = 0.98. A total of 4773 copies of the questionnaire were administered and a total of 4476 were fully completed and returned, indicating 93.78% return rate. The data collected were analyzed using mean and standard deviations. T- test was used to test the hypotheses at 0.05 level of significance. The findings revealed that transformational leadership qualities and impact are to a high extent in the schools and this has also impacted on teachers’ job performance. It was recommended that school authorities should consistently encourage delegation of responsibilities and involvement of teachers and other subordinates in decision making to enable others contribute to the success of the organization.

Pre-Service Science Teachers’ Internship Challenges in Masbate Secondary Schools: Their Role in Career Intention and Implications for Teacher Education

/0 Comments/in /by

Teaching internships serve as a critical bridge between teacher education programs and classroom practice. However, pre-service teachers assigned to regional and resource-limited schools often encounter unique challenges that may shape their career trajectories. This narrative inquiry explored the internship-related challenges faced by pre-service science teachers in Masbate secondary schools, examined how these challenges influenced their intention to become science teachers, and drew implications for improving science teacher education programs.Using Clandinin and Connelly’s (2000) narrative inquiry approach, semi-structured interviews were conducted with seven pre-service science teachers who completed their teaching internships in Masbate secondary schools. Data were analyzed using a four-phase three-dimensional narrative framework (personal, social, temporal). Three major categories of challenges emerged: pedagogical and resource-related challenges (lack of laboratory equipment, frequent power interruptions, limited teaching aids), stakeholder-related challenges (student apathy, reading comprehension difficulties, variable mentor support), and contextual challenges (large class sizes, hybrid learning modalities, post-disaster infrastructure damage). Despite these difficulties, six of seven participants expressed continued intention to become science teachers, citing love of science, fulfillment from student learning, and mentor support as sustaining factors. One participant reconsidered the profession due to financial pressures and employment system concerns. Internship challenges do not automatically deter pre-service science teachers from the profession. Self-efficacy gained from overcoming challenges, passion for science, and supportive mentoring relationships play crucial protective roles. Systemic barriers, particularly employment corruption and financial instability, weakened career intention even when internships were successful.

“Abe-Abe Bang Matibe (Stronger Together)”: Exploring the Lifeworld of Filipino Emergency Responders

/0 Comments/in /by

Emergency responders are at the forefront of any disaster response. The intense psychological demand and repeated exposure to trauma are inherent to this profession; hence, the need for a deep exploration and understanding of their lifeworld. This study examined the lived experiences of 14 Filipino Emergency Responders. Using Giorgi’s descriptive phenomenological method, data were gathered through in-depth, semi-structured interviews. Analysis revealed a general psychological structure of their experience, constituted by four primary themes: waiting, duty and the immediate call; handling tragedy and the aftershock; finding strength in the team and personal time; and dealing with poor support and asking for respect. The findings illuminate the profound realization of life’s fragility and the indispensable role of informal debriefing among colleagues as a primary coping mechanism. The implication of this study is the critical need for formalized and proactive mental health support systems to sustain the well-being of these vital professionals.

Instructional Leadership Practices of Head Teachers: An Explanatory Sequential Mixed Methods Approach for the Co-Design of a Toolkit

/0 Comments/in /by

This study examined the instructional leadership practices of secondary school head teachers as a basis for the co-design of an instructional leadership enhancement toolkit. Specifically, it aimed to determine how often head teachers demonstrate instructional leadership practices in defining the school mission, managing the instructional program, and promoting a positive school climate; describe their instructional leadership practices; and co-design an instructional leadership enhancement toolkit. The study employed an explanatory sequential mixed methods design with an intervention-development component. Quantitative data was gathered from 130 teachers using Hallinger’s Principal Instructional Management Rating Scale (PIMRS), while qualitative data was collected through interviews and focus group discussions with nine head teachers. Weighted mean, standard deviation, and thematic analysis were used in analyzing the data. Findings revealed that head teachers demonstrated instructional leadership to a very great extent across the three dimensions. Strong practices were evident in goal communication, instructional monitoring, curriculum coordination, staff participation, and recognition systems. Qualitative findings further showed that instructional leadership practices were goal-driven, data-informed, coaching-oriented, collaborative, and responsive to school contexts. The integrated findings indicate that the instructional leadership practices among secondary school head teachers is shaped by both measurable leadership practices and contextual experiences. The co-design process resulted in an enhanced instructional leadership toolkit that was practical, supportive, adaptable, and context-sensitive. The study concluded that the toolkit may serve as a useful guide for strengthening instructional leadership and school improvement efforts.

Instructional Supervisory Practices and their Support of Teacher Performance: Basis for the Development of a Training Program

/0 Comments/in /by

This study focused on the instructional supervisory practices of school heads as a basis for the development of a training program. It aimed to identify the instructional supervisory practices employed by school heads; determine how these practices influence teachers’ performance and professional growth; and develop a training design that will lead to enhanced instructional supervision. The study employed a descriptive qualitative research design and utilized an interview guide for interviews with school heads and teachers. Data gathered was analyzed through reflexive thematic analysis to identify recurring patterns and themes. Findings revealed that instructional supervisory practices were evident but varied in implementation in all schools, resulting in differences in teacher performance and professional support. Effective practices identified included instructional monitoring, coaching, mentoring, classroom observation, and facilitation of professional learning activities, which contributed to teachers with positive impact, especially in instructional improvement and confidence. However, they lack continuous and organized professional development, which affects the effectiveness of instructional supervision. Based on the findings, researchers developed a training program entitled “Leading with Impact: Enhancing Instructional Supervision Practices for School Heads.” The study concluded that although school heads demonstrate commitment to instructional supervision, there is a strong need for a more systematic, organized, and sustainable approach to strengthen supervisory practices and improve teacher performance and instructional quality.

Job Satisfaction, Organizational Commitment, and Employee Retention among Healthcare Workers in Selected Private Hospitals

/0 Comments/in /by

The global healthcare sector continues to face critical challenges in employee retention, particularly within private hospital settings where workforce stability is essential to service quality and organizational sustainability. This study examined the relationship among job satisfaction, organizational commitment, and employee retention among healthcare workers in selected private hospitals in Las Piñas City, Metro Manila. Grounded in Social Exchange Theory, Job Demands–Resources (JD-R) Theory, and Herzberg’s Two-Factor Theory, the study utilized a descriptive-correlational research design. Data were collected from 222 healthcare workers using a validated survey instrument measuring job satisfaction (motivator and hygiene factors), organizational commitment (affective, continuance, and normative), and retention intention (lower turnover intention, increased loyalty, and willingness to stay).

Findings revealed that job satisfaction among respondents was generally moderate, with hygiene factors exerting a stronger influence than motivator factors. Organizational commitment was found to be high overall, particularly in terms of affective and normative commitment, while continuance commitment was low. Despite this, overall retention intention was low, indicating that employees remain open to leaving the organization even when they express positive attitudes and loyalty. Correlation analysis showed that job satisfaction significantly influenced organizational commitment and retention intention, with hygiene factors demonstrating consistent moderate relationships with retention indicators. However, motivator factors showed limited influence on actual retention behavior. Organizational commitment, particularly affective commitment, exhibited strong and significant relationships with retention intention.

Regression analysis further revealed that job satisfaction and organizational commitment jointly explained 71.70% of the variance in retention intention. However, only organizational commitment emerged as a significant predictor, indicating that employees’ decision to stay is primarily driven by their psychological attachment to the organization rather than job satisfaction alone.

The study concludes that while healthcare workers may be satisfied and loyal, retention is largely determined by the strength of organizational commitment. It is recommended that hospital administrators prioritize strategies that enhance both extrinsic working conditions and deeper organizational attachment to improve long-term employee retention.

Revisiting Extension Service Implementation, Modalities, and Challenges in a Private Higher Education Institution in Region 02: Policy Directions for Program Enhancement

/0 Comments/in /by

Community extension services enable Higher Education Institutions (HEIs) to translate academic
expertise into community-responsive development initiatives. This study investigated the
implementation of extension services in a selected Private Higher Education Institution (PHEI) in
Region 02, with the end view to determine the programs, extension modalities, and operational
challenges. The study utilized a mixed-methods explanatory sequential design using survey data from
sixty (60) faculty and staff extensionists and qualitative data from ten (10) Extension Coordinators
through key informant interviews. The data analysis used descriptive statistics and methodological
triangulation. Results indicated that the extension programs were implemented at an extensive level
(OWM=2.76), with dole-out (WM=3.80), literacy campaigns (WM=3.56), and livelihood skills
training (WM=3.53) being very extensive. Extension modalities were moderately extensive
(OWM=2.28), reflecting a very extensive reliance on traditional approaches such as Adopt-a-
barangay (WM=3.56) and Adopt-a-School (WM=3.56). Respondents further agreed that operational
challenges in the delivery of extension services (OWM=3.44) were too much academic work
(WM=3.98), coverage of too many target groups (WM=3.83), lack of essential teaching and
communication equipment (WM=3.78), and lack of training in extension and communication
methods (WM=3.76). Based on the results, it is concluded that strengthening policy frameworks,
resource allocation, communication and technological integration, and capacity-building initiatives
are vital to achieving sustainable, community-driven extension delivery.

Effectiveness of the Employment Social Security Program for Village Government Officials in the Working Area of BPJS Employment Sikka Maumere Branch Office

/in /by

Employment social security aims to provide protection against employment-related social risks and the impacts that may arise. This study aims to analyze the Effectiveness of the Employment Social Security Program for Village Government Officials at BPJS Employment Sikka Maumere Branch Office. This research uses a qualitative method. The implementation of the employment social security program for village government officials can help meet basic needs after the occurrence of social risks. The data sources used are primary data and secondary data obtained from interviews, documentation, and observation. The measurement of program effectiveness is carried out using 4 (four) indicators, namely Program Target Accuracy, Program Socialization, Program Objectives, and Program Monitoring. The results show that the Effectiveness of the Employment Social Security Program for Village Government Officials at BPJS Employment Sikka Maumere Branch Office is considered effective. Program Target Accuracy is effectively achieved because village government officials need the employment social security program. Program socialization runs well and effectively for village officials. The achievement of Program Objectives is realized through benefits needed by village government officials and their families. Program monitoring is carried out through communication and coordination methods between local governments and BPJS Employment, resulting in sustainable cooperation agreements. There are supporting factors in program implementation, namely government support and commitment as well as adequate regulations. There are also inhibiting factors in program implementation, namely limited regional fiscal capacity and low technological literacy among the community. The suggestions and recommendations related to the Effectiveness of the Employment Social Security Program for Village Government Officials at BPJS Employment Sikka Maumere Branch Office are to create innovations in program socialization that reach a wider community, as well as the creativity of local governments to create fiscal space for regions and villages for the implementation of employment social security programs.