Balancing workloads and fostering workplace resilience among special needs education teachers hinge on several fundamental factors. This research investigates into the critical elements such as effective administrative support, clear workload guidelines, timely feedback, sufficient resources, and fair workload distribution. The confidence in accommodating student needs, feeling well-supported, and comprehensive teacher training further amplify these dynamics. Workplace resilience thrives on adaptable curricula, collaborative stakeholder planning, and personal well-being practices. To uncover these insights, a quantitative study was conducted, distributing thirty (30) questionnaires among public and high school special needs education teachers in Tayabas City, Lucena City, and Sariaya, Quezon in the Philippines. The collected data was thoroughly analyzed using factor analysis and secondary statistical tools which are weighted mean, analysis of variance, and percentages. Factor Analysis was utilized as the main statistical tool, with assumptions verified through Bartlett’s Test of Sphericity, the KMO measure of sampling adequacy, and Eigenvalues, illuminating the key factors influencing workload balance and workplace resilience. This study not only identifies the significant determinants impacting special education teachers but also offers actionable recommendations to enhance their effectiveness and sustainability in their fundamental roles. By addressing these findings, the research paves the way for a more supportive and resilient work environment for special needs education teachers and provides valuable insights for educational institutions, school administrators, and policymakers.

Work immersion is one of the hallmarks of the Senior High School (SHS) curriculum aimed to instill work ethics, relevant skills, and values essential for succeeding in real-world environments. This study explored the lived experiences of SHS focal persons implementing Work Immersion Program (WIP). It utilized phenomenological research design. With the help of an interview guide, the researcher gathered data from the purposively selected participants: six for in-depth interview and six for focus group discussion. Using the inductive thematic analysis, one category of theme was generated: program limitations and concerns as characterized by the following experiences: troubled finding industry partners, stressed due to overlapping schedules, feeling constrained due to inaccessibility of program resources, and overwhelmed by safety and security issues. The participants shared that they employ proactive actions as coping mechanism such as: establishing relationships with stakeholders, crafting training matrix and program continuity plan, organizing a skills training and institutional assessment, and communicating WIP guidelines and policies. Moreover, the insights drawn from SHS focal persons’ experiences in implementing WIP recommends paying attention to the program priorities such as including WIP to school planning, to appreciate the significance of program evaluation and monitoring; adapting best practices through benchmarking; and valuing the importance of setting up memorandum of agreement. Revisiting the program can be significant and beneficial to the learners and the implementers for sustainability and development of this program.

This phenomenological study was conducted to describe the context of acquisition of second language among the students. The seven participants were purposely selected to answer the interview questions. In terms of their lived experiences in the acquisition of second language, the majority of the participants experienced fun, tough, and challenging yet rewarding encounters. In terms of the challenges encountered; ‘English is a crazy language’ is one of the top problems shared by the participants. English learners had a tough time in identifying the rules since there are some exemptions to it. In terms of their coping mechanisms, generally, there were numerous coping mechanisms developed in order to address the challenges they encountered. This only substantiated that the participants aimed to vanquish the intimidating effects of these challenges deep into every essential aspect of their lives. This also confirmed that the participants’ perspective towards the problems which they encountered was openly noted and not afraid of addressing it with solutions they developed by themselves or with the assistance of other professionals.

This study was to assert the potential of the developed podcast that was used as a supplementary material in enhancing the listening skills of the fourth grade learners. This study used 4D model by Semmuel and Semmuel (1974 as cited by Hirayato, 2022) namely define, design, development and disseminate. The participants were the thirty-six (36) grade four learners. The percentage, mean, frequency, were used to analyzed the competencies of pre-test and post-test. The pre-test resulted as low in listening competencies with the mean score of 16.58 After the implementation of the developed podcast, post-test was conducted which resulted as moderate with the mean score of 24.47. Podcast developed showed improvement in listening skills to the learners when the pre-test and post-test result were compared using the dependent t-test at a=0.05 level of significance. The significant difference of the pre-test and post-test showed -7.865p<.05 at .05. The level of acceptability in terms of content quality, instructional quality, technical quality and other findings of the developed podcast were highly acceptable with a mean score of 4.75.

Online gaming became part of people’s lives since the introduction of the computer and internet even before studies which explore its advantages and disadvantages were taken into consideration. This study investigated the online gaming engagements, mental well-being and work performance of one hundred three (103) young professionals of the 3rd district of Laguna in the Philippines. They were selected through purposive sampling. The study used sequential explanatory mixed method which combines quantitative and qualitative method. Findings revealed that respondents have average gaming engagements, above average mental well-being and high work performance. The themes created were gaming attitude for online gaming engagements, healthy disposition for mental health and work attitude for work performance. It was also revealed that online gaming engagement and mental health is significantly related with work performance. The study proposed a psycho-social intervention program for young professional with high gaming engagements.

Higher Education Institutions (HEIs) have become the trusted producers of countless generations of professionals who undeniably contribute to the attainment of the nation’s development goals. Relatively, they are expected to become so responsive to the needs and demands of society. This study aimed to assess the compliance of the institution with the standards of quality education and used the results as a basis for the creation of a development plan. The study utilized a descriptive-normative design to compare the performance of the institution within the areas of quality education enumerated by the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA). In addition, one hundred forty (140) respondents, chosen through fishbowl sampling, were asked to complete the adapted survey questionnaire composed of two sections – demographic characteristics of the respondents and the extent of the institution’s compliance with the standards of quality education. Furthermore, the study revealed that most respondents perceived the institution’s compliance with the quality education standards to a Very Great Extent (VGE). Moreover, the study also stressed that perception of the extent of the institution’s adherence to the standards varies according to their academic program and sex. Meanwhile, based on the results, some of the indicators were perceived to be significantly affected by the respondents’ age, year level, and enrolment status. Given these findings, undergoing accreditation must be given attention to ensure the delivery of quality teaching-learning processes deserved by all learners.