Teachers’ Intervention Activities: An Input for Project Care (Community Assistance in Reaching Everyone)

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Project CARE (Community Assistance in Reaching Everyone) in the implementation of new normal basic education in the Elementary Schools of Cluster 9, division of Calamba City utilized a narrative qualitative design. The researchers used coding and verbatim to organize and come up with relevant themes from the testimonies of the participants and organized participants’ reflections on the pupils’ performance and the interventions conducted by the selected teachers in the elementary schools of Cluster 9, Division of Calamba City school year 2022-2023. as to determine the theme immerged with such. The results showed that the intervention used by the respondent affects the recipients of the projects or interventions such as a) home visitation, b) localized videos and c) crafted supplemental activities. The effectiveness of the result was determined through a0 quarterly grade, b) distribution and retrieval of the assessment and c) School Programs and Projects (PPAs) involvement.

The study implied that the importance of interventions utilized by the teachers inside the classroom has a positive effect to the pupil’s performance. The said intervention formulates a huge impact on the learning of every learner. The study tackles how localized crafted materials help the learners enhance their knowledge, especially in reading and numeracy skills as one of the fundamental skills that pupils learn and considered considered as life skills.

Intervention Plan to Enhance Learning Outcomes in MAPEH Among Grade 5 Learners

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Intervention plan in e implementation in Grade 5learners among clustr7, division of Calamba City utilized quantitative correlational design to examine the relationship between selected factor in MAPEH performance of grade 5 pupils in the public elementary school. The result showed that the intervention plan used by the selected teachers and learners in Cluster 7 of Calamba City Division  as to determine the theme emerged with such  The results showed that the intervention plan used by the respondent affects the recipients of the study. The development of a contextualized instructional toolkit is not just a response to a teaching challenge—it is a step toward more inclusive and responsive education. By grounding materials in the learners’ own experiences, the toolkit aims to foster deeper understanding, stronger engagement, and improved learning outcomes. This study seeks to create and validate such a toolkit, ensuring that it is practical, adaptable, and truly reflective of the needs of public school learners and teachers

The study implied that the importance of interventions utilized by the teachers inside the classroom has a positive effect to the pupil’s and teacher’s performance. The said intervention formulates a huge impact on the learning of every learner. The study support teachers by providing ready-to-use contextualize materials that align with both the curriculum and the local context that could bridge the gap between prescribed content and actual classroom realities Such a toolkit would offer lesson plans, activities, and guides that reflect the learners’ environment, making instruction more relatable and effective.

AI-Enabled Intelligent Dual-Teacher Model for English Instruction: A Theoretical Framework and Practical Application

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With the continuous advancement of artificial intelligence (AI) technologies, a growing number of AI-enabled tools and systems aligned with pedagogical needs have emerged, substantially expanding the scope of AI applications in the educational domain. This development has not only driven the evolution of related technologies and industries but has also created new possibilities for the integration of the intelligent dual-teacher model with deep and high-quality instruction. Against the backdrop of the ongoing transition from the “Internet+” paradigm to the “Artificial Intelligence+” paradigm, technological innovations in AI are exerting a profound and transformative influence on contemporary teaching environments and instructional practices. Looking ahead, education is increasingly required to operate in close synergy with AI technologies and to explore innovative models of intelligent dual-teacher classroom instruction. Focusing on the English subject, this study investigates the construction of an AI-enabled intelligent dual-teacher classroom model, with the aim of fully leveraging the complementary instructional strengths of human teachers and AI systems. It is expected that this model will inject new momentum into educational reform and development, facilitate the implementation of personalized instruction, and ultimately promote students’ holistic development.

The Influence of Information System Usage, Work Motivation, and Work Discipline on Teacher Performance at SMP Negeri 7 Malang

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Teacher performance is one of the important aspects that determine the quality of the learning process in schools. In practice, improving teacher performance often faces various obstacles related to the use of technology, motivation levels, and discipline in carrying out tasks. Common problems found in schools include delays in preparing learning administration, suboptimal use of technology-based media and information systems, and irregularities in performing daily tasks. These conditions indicate that the factors of information system use, work motivation, and work discipline are critical components that significantly influence teacher performance and need to be analyzed more deeply as part of efforts to improve education quality. This study aims to analyze the effect of these three variables on teacher performance. The approach used is quantitative with a questionnaire instrument distributed to teachers as respondents. The data were analyzed statistically to examine both partial and simultaneous effects among variables. The results of the study show that the use of the Si Spentu Information System has a positive and significant effect on teacher performance, followed by work motivation, which also significantly contributes to improving the effectiveness and quality of task implementation. Work discipline has been proven to be an important factor that positively affects teacher consistency and professionalism. Simultaneously, the use of the information system, work motivation, and work discipline have a positive and significant effect on teacher performance at SMP Negeri 7 Malang. These findings confirm that improving teacher performance requires the integrated strengthening of these three aspects.

Repercussions of Teaching Grammar in Second Language Learning

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Several studies have shown the importance of teaching grammar in learning a second language. This article investigates the effects of teaching grammar in that process. This study provides a review of the literature regarding the concept of grammar, different grammar approaches, and prevalent studies related to this topic. The primary objectives of this study are (1) obtaining a concept of grammar; (2) examining the difference between language acquisition and language learning; (3) exposing different grammar approaches in teaching a second language; (4) reviewing relevant studies that evaluate the role of grammar in teaching a language; (5) obtaining a series of conclusions on the implementation of grammar in second language learning. The literature review shows that teaching grammar in second language learning enhances and refines L2 output; prevents bad habits and practices in L2 output; it is beneficial from the early stages of the L2 learning process; it promotes self-motivation, independent learning, discovery and production of own learning; and it enhances communication, not prevents it.

Integrating Theology and Development: A Christ-Centered Approach to Holistic Transformation in The Africa Gospel Church

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This study examines the integration of theology and development within the Africa Gospel Church (AGC). The study argues for a Christ-centered model of holistic transformation. AGC has historically emphasized holistic ministry through its six E’s strategies of evangelizing the unsaved, establishing churches, edifying believers, equipping leaders, exercising social compassion and executive function. This paper demonstrates through empirical research and theological reflection that sustainable development must be rooted in biblical principles which integrates theology and development which is hereby referred to as theology of transformation. Drawing on survey data from 334 church leaders across Kenya, the findings reveal a strong correlation between theological literacy and effective community development. The study concludes with practical recommendations for strengthening the AGC’s mission through theological education, participatory development, and integration of all the ministry strategies with theology of transformation.

Locus of Control, Academic Procrastination and Students’ Learning Outcomes in Secondary Schools

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is study explored locus of control, academic procrastination and students’ learning outcomes in secondary schools in Ethiope East Local Government Area of Delta State. A correlational design was adopted for the study. The sample size for this study is 200 senior secondary school students. The main instruments utilised for data gathering were a questionnaire titled “Locus of Control Academic Procrastination Questionnaire (LOCAPQ)” and students’ terminal results to determine students’ learning outcomes. The data were analysed using simple correlation and simple regression at significance level of 0.05. The findings showed a significant association between LC and learning outcomes, and between AP and learning outcomes, among secondary school students. Based on the results of this study, it was concluded a substantial correlation between LC, AP, and learning outcomes among secondary school students. On the basis of the study findings, the following recommendations were made, among others, that school administrators should organise a seminar to orient students on the consequences of LC and AP on their learning outcomes.

Teachers’ Quality and Teaching Methods in Relation to Students’ Key Competency in Higher Vocational Colleges: The Mediating Role of Learning Motivation

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This study investigates the relationships among teachers’ quality, teaching methods, and students’ key competency in higher vocational colleges, with learning motivation as a mediating variable. A quantitative correlational design was employed, collecting data from 384 students in Liaoning Province, China, using a structured questionnaire and stratified random sampling. Analyses were conducted with SPSS 29.0 and SmartPLS 4.0, including descriptive statistics, correlation analysis, multiple regression, and partial least squares structural equation modeling (PLS-SEM).

Results indicate that teachers’ quality and teaching methods are significantly associated with students’ key competency. Learning motivation is positively related to both instructional factors and key competency, and partially mediates these relationships. These findings suggest that the impact of teachers’ quality and teaching methods on students’ competencies operates through both direct and motivational pathways. The study provides empirical evidence for enhancing competency development in higher vocational education, highlighting the importance of integrating teacher professionalism, effective pedagogy, and student motivation.

Factors Influencing the Provision of Social Security for Poor and Near-Poor Households in Ho Chi Minh City at Present

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In the context of a socialist-oriented market economy and rapid urbanization, ensuring social security for poor and near-poor households is a pivotal task aimed at maintaining social stability and promoting sustainable development. Ho Chi Minh City—a special urban municipality and the nation’s largest economic hub—has achieved significant milestones in implementing social security policies. However, it continues to face numerous challenges due to its large population scale, high labor mobility, and the persistent risk of relapsing into poverty. By adopting a political science approach and analyzing practical realities, this article clarifies several key factors influencing the effectiveness of social security for poor and near-poor households in Ho Chi Minh City today. From there, it suggests emerging issues for policy refinement and the organization of social security implementation in major metropolitan areas.

Generative Innovation Strategies for Junior High School Chinese Language Classroom Teaching Management: A Humanistic and Digitally Empowered Governance Framework

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Against the background of educational modernization and the policy orientation toward reducing excessive academic burden while enhancing learning efficiency, classroom teaching management is undergoing a fundamental transformation. Traditional management models that emphasize behavioral control and procedural compliance are increasingly insufficient for supporting deep learning, student agency, and sustainable classroom order. This study aims to reconceptualize junior high school Chinese classroom teaching management from a generative and learning-oriented perspective. Drawing on humanistic educational theory, interactive learning research, feedback literacy frameworks, and digital empowerment studies, this paper adopts a conceptual and theoretical synthesis methodology to construct an integrated governance framework. The study proposes a three-ring generative classroom governance model consisting of rule co-construction, task generation, and feedback cycles. The model embeds classroom order within learning processes, enabling discipline and engagement to develop simultaneously rather than in opposition. The findings indicate that effective classroom management should function as an organizational infrastructure for learning, rather than as an external mechanism of control. Digital technologies are further positioned as governance infrastructure that supports process visualization, real-time feedback, and differentiated participation. This study contributes a transferable theoretical framework for innovation in classroom teaching management, offering practical implications for learning-centered governance under contemporary education reform contexts.