Job Satisfaction, Career Advancement, And Economic Opportunities as Determinants of Respiratory Therapists’ Migration

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Migration of healthcare professionals has become an increasing concern in many countries, particularly in the Philippines where skilled healthcare workers often seek employment abroad. Among these professionals, respiratory therapists play a vital role in delivering specialized respiratory care, especially in critical care settings. However, the factors influencing their intention to migrate remain an important area of investigation. This study examined the relationship between job satisfaction, career advancement opportunities, and economic opportunities as determinants of migration intention among Filipino respiratory therapists.

The study employed a quantitative descriptive-correlational research design and utilized an online survey questionnaire distributed to PRC-licensed Filipino respiratory therapists. The instrument underwent expert validation and reliability testing to ensure accuracy and consistency. Statistical tools such as weighted mean and Pearson product–moment correlation were used to analyze the data.

Findings revealed that job satisfaction (WM = 2.62) was interpreted as satisfied, career advancement opportunities (WM = 2.56) were available, and economic opportunities (WM = 2.16) were slightly experienced. Meanwhile, migration intention (WM = 3.08) was interpreted as high, indicating a strong inclination among respondents to consider working abroad. The results further showed that economic opportunities had the strongest association with migration intention, while job satisfaction and career advancement demonstrated comparatively lower associations.

It was concluded that economic factors, along with limited career growth and moderate job satisfaction, significantly influence the migration intention of Filipino respiratory therapists. The findings suggest that improving compensation, strengthening career development pathways, and enhancing workplace conditions are essential in addressing workforce migration. This study serves as a valuable reference for healthcare administrators and policymakers in developing strategies to retain respiratory therapists in the local healthcare system.

A Sequential Explanatory Mixed Methods Analysis of the Instructional Supervision Practices of Subject Group Heads

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Instructional supervision is one critical factor in education that influences teachers’ quality practices and enhances students’ learning in senior high schools. This study used an explanatory sequential mixed methods approach to assess the instructional supervision practices of Subject Group Heads (SGHs). This study involved 13 SGHs and 63 teachers who responded to structured questionnaires that measured the quality of supervision in terms of checking lesson plans and teaching materials, classroom observations, and providing technical support. Weighted averages show that SGHs engaged in supervision practices and teachers had comparable views. Analysis of the differences between SGHs and teachers found no statistical significance, suggesting congruence in their understanding of supervision practices. The thematic analysis revealed barriers such as inadequate lesson plans, lack of teacher readiness, weak observation checklists, teacher reluctance to receive feedback, and lack of resources. Combining quantitative and qualitative results revealed that although instructional supervision generally occurred, it was inconsistent and insufficient for development due to challenges. The research concludes that instructional supervision needs to be enhanced through systematic, evidence-based, and developmental methods. Further research may be conducted with more schools to monitor and evaluate the implementation, usefulness, and effectiveness of the SUSTAIN-Based Technical Assistance Handbook in addressing supervision gaps and improving teachers’ instructional performance.

School Heads’ Leadership Experiences with Disaster Risk Reduction: A Mixed Methods Analysis of Public Schools DRRM Implementation

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This study examined the status of Disaster Risk Reduction and Management (DRRM) and explored school heads’ leadership experiences in selected public schools to craft a contextualized handbook for strengthening school-based DRRM practices. This utilized the explanatory sequential mixed methods design. The quantitative data assessed the DRRM implementation across enabling environment domain and three pillars, whereas the qualitative data explored school heads’ implementation challenges.  The results showed that schools displayed strong performance in safe learning facilities, however, presented gaps in enabling environment, such as stakeholders’ collaboration, preparedness systems, and instructional integration. Qualitative findings emphasized that effective DRRM extends beyond compliance, and requires leadership, decision-making, and proactive planning. Based on the integrated findings, a handbook was developed to provide practical tools, strategies, and best practices to address the identified gaps. Strengthening leadership capacity and institutional systems are salient in promoting safe, resilient, and disaster-ready schools while safeguarding learning continuity during emergencies.

An Analysis of the Principal’s Managerial Role in Improving Teacher Performance at Muhammadiyah 8 Junior High School, Batu

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This study investigates the role of the principal in improving teacher performance at SMP Muhammadiyah 8 Batu. The principal has a strategic responsibility to manage human resources and create a good working environment to improve the quality of education. Data were collected through observation, interviews, and documentation from the principal and teachers through a descriptive qualitative approach. The results showed that the principal carries out five main managerial functions: planning, organizing, directing, coordinating, and supervising. Planning involves establishing the school’s vision and work program, organizing includes dividing tasks and strengthening collaboration between teachers, and directing is done through motivation, coaching, and training. Coordination is done to integrate the roles of all parties. Meanwhile, supervision concentrates on assessing teacher performance through periodic supervision. This study shows that principals who receive ongoing training to improve the quality of education can improve their teacher performance, especially when they can carry out their duties efficiently, especially in terms of motivation, professional coaching, and improving work culture.

Evaluating Capability, Opportunity and Motivation as Determinants of Research Productivity in Respiratory Therapy Faculty Among Philippine Higher Education Institution

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Research productivity among respiratory therapy faculty in Philippine higher education institutions (HEIs) remains understudied despite its importance for advancing the profession and clinical practice. This study evaluated capability, opportunity, and motivation as determinants of research productivity among 117 respiratory therapy faculty members across Philippine HEIs, using a researcher-validated questionnaire with a 4-point Likert scale across four dimensions (psychological and physical capability, physical and social opportunity, reflective and automatic motivation, and research productivity in terms of volume and impact), which demonstrated excellent reliability with Cronbach’s alpha values ranging from .873 to .941. Findings revealed that faculty exhibited high psychological capability (weighted mean = 3.15) but lower physical capability (2.97) due to constraints in research funding; social opportunity ranked higher (3.03) than physical opportunity (2.98), indicating strong institutional recognition despite barriers to dedicated research time; and faculty demonstrated very high research motivation overall (3.27) driven primarily by professional identity and career advancement aspirations. Research opportunity emerged as the dominant predictor of productivity (r = .770, p < .001), accounting for substantially greater variance than capability or motivation when examined simultaneously. The study proposes the COMET Framework—addressing Capability, Opportunity, Motivation, Excellence, and Transformation—as an integrated institutional approach to systematically enhance research productivity among respiratory therapy faculty.

Participation in YES-O Programs and its Impact on Science Learning: Basis for EcoQuest Mission Passport

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This study assessed the pupils’ participation in the implementation of the Youth for Environment in Schools Organization (YES-O) programs and their effects on their learning progress as a basis for the development of the EcoQuest Mission Passport. It used the descriptive-survey research method in which data were collected through an adopted questionnaire from 316 grades four to six pupils in 20 schools. Results showed strong pupil participation in clean-up drives, tree planting, and water-saving practices. In contrast, seedbank, biodiversity, and waste management initiatives were less participated in due to resource constraints. Nonetheless, the programs had a positive influence on science learning by enhancing pupils’ understanding of environmental concepts, instilling pro-environmental values, and encouraging sustainable practices. To address gaps, the study recommends the EcoQuest: YES-O Mission Passport, a science activity journal designed for active documentation, performance-based assessment, and evaluation. This initiative supports Republic Act No. 9512 on environmental awareness and strengthens the integration of YES-O with the science curriculum to foster scientifically literate and environmentally responsible learners.

Workplace Bullying, Well-Being, And Job Performance Among Nurses in a Selected Hospital in Laguna

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Workplace bullying has been widely recognized as a significant occupational concern in healthcare settings due to its potential impact on nurses’ psychological well-being and job performance. This study examined the relationship between workplace bullying, nurses’ well-being, and job performance among staff nurses in a selected tertiary-level hospital in Laguna, Philippines. Grounded in Conservation of Resources (COR) Theory, Self-Determination Theory (SDT), and the Theory of Work Adjustment (TWA), the study aimed to determine the levels of workplace bullying, nurses’ well-being, and job performance, as well as the relationships among these variables.

The study utilized a descriptive-correlational research design. Data were collected from 80 staff nurses selected through purposive sampling from a total population of 100 nurses. A self-constructed questionnaire, validated by experts and tested for reliability using Cronbach’s alpha, was used to measure workplace bullying (work-related, person-related, and physically intimidating bullying), nurses’ well-being (psychological, emotional, and social well-being), and job performance (quality of nursing care, productivity and efficiency, and patient safety and compliance with standards). Weighted mean and Pearson’s r were employed for statistical analysis at a 0.05 level of significance.

Findings revealed that workplace bullying was experienced at low levels in terms of work-related bullying (WM = 2.0) and person-related bullying (WM = 1.9), and at a very low level in terms of physically intimidating bullying (WM = 1.7). Nurses’ well-being was rated high across psychological well-being (WM = 3.1), emotional well-being (WM = 3.0), and social well-being (WM = 3.1). Job performance was rated high to very high, with very high levels in quality of nursing care (WM = 3.3) and patient safety and compliance with standards (WM = 3.4), and high level in productivity and efficiency (WM = 3.1).

Correlation analysis indicated no significant relationship between workplace bullying and nurses’ well-being (p = 0.52), and no significant relationship between workplace bullying and job performance (p = 0.88). However, a statistically significant relationship was found between nurses’ well-being and job performance (p = 0.000049), suggesting that higher levels of well-being are associated with higher levels of job performance.

The findings imply that while workplace bullying is minimally present in the selected hospital, nurses’ well-being plays a critical role in sustaining high job performance. The study recommends the implementation of well-being enhancement and preventive organizational strategies to maintain performance standards and promote long-term workforce sustainability in hospital settings.

Humor: Lightening the Load of Selected Single Female Breadwinners

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In Bowen’s Family Systems Theory, the family is viewed as an organism.  Since a change in one part results in changes in others, the individual’s functioning must be considered in the context of relationships.  Research has identified humor among family strengths that enhance resilience.  As humor is beneficial in stress management and interpersonal relationships, it is essential in handling pressures, especially for breadwinners who provide for their families. In the Philippines, breadwinners are often male and married, but some single females assume the breadwinner role. These women face financial and societal pressures since the traditional family cycle devalues singlehood as an alternative life choice. Many studies focus on humor, breadwinners, or singlehood, but little is known about how single female breadwinners use humor to cope. Thus, this descriptive phenomenological study leads to greater depth in understanding the experiences of single female breadwinners.  Seven were recruited by purposive sampling. A family member of each breadwinner also validated the breadwinner’s use of humor. Semi-structured interviews were used to gather data that were subjected to thematic analysis. Based on the breadwinners’ stories, five themes emerged: Hurdling Family Crisis, Uniting Family Members, Managing Pressures, Overcoming Social Norms and Recognizing Influences and Opportunities.  Findings highlight how humor lightens the breadwinners’ load.  The use of humor influences their thoughts, feelings and actions which affect family dynamics positively.  This study fosters recognition and support for single persons integral to families.

Assessment of Classroom Professionalism of Teachers in Cabitan National High School: Basis for a Professional Development Program

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This descriptive study assessed the level of classroom professionalism among teachers of Cabitan National High School. All 51 teachers participated through complete enumeration. A validated 20-item self-assessment tool measured five domains of professionalism: professional responsibility, teaching commitment and ethics, classroom management and learner engagement, professional relationships, and continuous professional growth.

Findings revealed that 52.94% of teachers were Proficient and 47.06% were Highly Professional. No respondents were classified under Developing or Needs Improvement levels, indicating a generally high level of professionalism. Results align with the standards of the Department of Education, Philippines through the Philippine Professional Standards for Teachers (PPST). However, the dominance of the Proficient level suggests the need for continuous professional advancement.

Based on the findings, a professional development program titled “Project RISE: Reinforcing Instructional Standards and Excellence in Teaching” is proposed to further enhance teacher competencies.

Integrating School Heads’ Performance Level and Leadership Experiences: A Convergent Mixed Methods Analysis on their Strategic Functions

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This study employed a convergent mixed methods research design to determine the strategic leadership performance and experiences of school heads in integrated schools. The respondents included 188 teaching and non-teaching personnel from 15 integrated schools. Quantitative data were analyzed using frequency, percentage, and weighted mean, while qualitative data were examined through thematic analysis. Career Stage 1 school heads demonstrated “very satisfactory” performance, while Career Stages 2 and 3 achieved “outstanding” performance. Their leadership practices include alignment of school vision, mission, and goals with DepEd priorities; data-driven decision-making; transparent resource management; shared leadership and governance; and collaborative school improvement culture. Challenges are overload in dual-level leadership, resource and infrastructure constraints, complexity of balancing diverse needs, administrative workload and overlapping activities, and balancing decisions with DepEd directives. The integration of the findings revealed that leadership performance increased with career stages, and strategic leadership competence develops with professional experience and leadership roles grounded on values to stronger strategic planning and implementation. These findings serve as the basis in the development of a leadership handbook. This study recommends strengthening policies, professional development, and institutional support for school heads in integrated schools.