This study employed a single pre-test and post-test design, utilizing purposive sampling to select 26 Blaan Kindergarten learners (15 boys and 11 girls) from Libi Integrated School, Malapatan II District, Division of Sarangani. The sampling technique used experimental single group post-test and pre-test design. The pre-test scores revealed fair performance level while the post-test scores revealed satisfactory, emphasizing the need for targeted interventions. Additionally, by addressing the educational needs of a homogenous group, the study explored how Contextualized RBI catered to the unique cultural and linguistic challenges of Blaan learners. The focused approach ensured practicality and relevance, yielding insights into the effectiveness of RBI as a culturally responsive and linguistically appropriate method for improving academic performance in diverse educational contexts. Based on the data collected, it was concluded that most Blaan Kindergarten learners had fair pre-test scores before the use of contextualized learning materials with RBI, and a significant number achieved satisfactory post-test scores, demonstrating marked improvement. These findings highlighted the effectiveness of RBI in enhancing educational outcomes and addressing the unique learning needs of culturally diverse groups.

The purpose of this study was to determine the reading skills level of Grade 1 learners utilizing EGRA as a basis for an intervention program at Banisil Central Elementary School, Tambler District, Division of General Santos City, for the school year 2020–2021. This study employed a descriptive survey design, a type of quantitative research. The respondents were 391 Grade 1 learners assessed across eight EGRA components. Frequency count and percentage were used to interpret the results. Out of the result of the study, it is concluded that learners were proficient in foundational skills such as letter name and sound knowledge, and phonemic awareness. However, most learners were still developing or beginning in reading fluency, comprehension, and listening skills. These findings highlighted the need for targeted instruction. As a result, an intervention program was proposed to address these specific areas and improve learners’ overall reading skills. The findings imply that early literacy instruction must be strategically focused on enhancing reading fluency, comprehension, and listening skills to ensure holistic reading development among Grade 1 learners.

This study delved into the general experiences of the contemporary literary writers of Region 12. It determined the similarities and differences specifically on their challenges, inspirations and legacies. This was conducted in Region XII where these contemporary literary writers resided. It utilized a multiple case design which explored their experiences. Five informants were selected who underwent an in-depth interview. Thematic analysis was used to understand the multiple perspective of the interviewed informants. They signed informed consents with the assurance of anonymity and confidentiality. The results of the interview were transcribed to produce themes. The study identified shared themes among contemporary writers in Region XII, including inspirations from personal experiences, the use of varied platforms, and the pursuit of personal growth. Common challenges included time constraints and workplace limitations, while legacies focused on promoting their genre and supporting fellow writers. Despite these similarities, differences emerged in inspirations, challenges, and contributions—highlighting the diverse yet meaningful journeys of each writer. As a passionate researcher and literature advocate, I am deeply honored to amplify their voices and preserve their narratives through this work.

This study aimed to explore the experiences of quadragenarian school heads of public schools in Malapatan 2 District for the school year 2023-2024. It utilized a qualitative multiple case study approach and used in-depth interviews to gather the data. It also employed purposive sampling method, where the five (5) participants were selected intentionally in the study. These participants were the quadragenarian school heads in the public schools in Malapatan 2 District. They were aged 40 to 49 years old and been served as public school heads for a year. The quadragenarian school heads are assigned in these schools: Akbual IP School, Calay IP School, Libi Integrated School, Rancho Primary School, and Tocablao Elementary School. The study had overarching components: experiences, coping, and insights. Under their experiences, twelve (12) distinct emergent themes were developed. These included: poor communication, armed conflict, transportation, technology use, inadequate classrooms, financial support, work-life balance, handling a diverse student body, upholding a clean environment, enticing parent involvement, implementing a program, and relationships within the school community. Additionally, eight (8) distinct emergent themes were developed under their coping mechanisms. These themes included setting boundaries, cultivating trust, valuing the perspectives of others, culture awareness, stakeholders' involvement, appropriate communication, self-care, and servant leadership with teamwork. Six (6) distinct themes emerged from their insights, which included the value of independence, how to become a better leader, how to learn from experience, how to grow personally, how to establish strong relationships, and how to be open and honest in order to win people over and win their trust. This study on the experiences of public-school heads may be beneficial to offering valuable insights into the complexities of teacher empowerment and informing initiatives for educators, policymakers, and stakeholders.

This qualitative multiple-case study aimed to examine the experiences of Police Community Affairs and Development (PCAD) personnel in handling community relations. The participants of this study were six (6) police officers of the Police Community Affairs and Development (PCAD) section of Jose Abad Santos Municipal Station. The study employed a purposive sampling design to explore the challenges, coping mechanisms, and impact. Based on the gathered data, the views of the PCAD personnel revealed the following emergent themes: difficulties with transportation, cultural awareness, lack of support, improving community safety, and implementing community services. Meanwhile, the coping mechanisms of police officers were found to encompass the following themes: seeking help from colleagues, staying vigilant, effective communication, striving for improvement, addressing issues and concerns, accepting challenges, and developing intervention programs. Moreover, the impact of police officers included community involvement, good police policy, strong community relations, work-life balance, and building mutual trust. Furthermore, the findings indicate that policy reforms focusing on logistical support, particularly transportation resources, were necessary to enhance the mobility and effectiveness of PCAD staff in physically distant areas. Cross-case analysis revealed similarities and differences in themes addressed by all PCAD personnel, who all performed well in enhancing police-community relations.

The purpose of this multiple case study was to describe the experiences, challenges, coping mechanisms, and aspirations of the five female School Heads assigned in the public schools of the South Cotabato district. This study explored how they balance their work and personal life. Data were gathered via In-Depth interviews and coded as P1-Jana, P2-Jane, P3-Erma, P4-Anie, and P5-Mely. Based on the gathered data, nine themes emerged from the category of views: Getting Involved is Necessary, Balance Time, Both Work is Equally Important, Learn from Others, Focus Leads to Efficiency of Work, Response to Life Positively, Enjoying Both Profession, Extend Hard-work, and Respect Others. Meanwhile, five emergent themes for the challenges: Multiple Responsibilities and Relationship with Others, Exhausting Work, Stress and Physical, Mental, and Emotional Conflict, while four emergent themes for the coping mechanisms: Build Good Relationships, Give Time for Leisure, Make A To-Do List, and Accept Limitations. Lastly, for the category of aspirations, the eleven emergent themes were: Be Considerate and Fulfill Obligations, Being a School Head is Fulfilling, Motivate Everyone, Provide Support, Set Priorities, Put Family Before Work, Balance Responsibilities, Be Strategic, Live with Legacy, and Be Willing to Perform Responsibilities. Findings showed that all female school heads similarly experienced some emerging themes, while particular participants experienced other themes. Nevertheless, it was found that all the female school heads play an important role in shaping education.

This study aimed to determine the extent of school-community partnerships during the COVID-19 pandemic in the Tambler District of General Santos City for the school year 2021-2022. The study employed a quantitative research design using a cross-sectional survey technique, with 110 respondents from five schools in Tambler District. The results reveal that Schools A, B, and E have strong school-community partnerships, while Schools C and D exhibit moderate to limited engagement due to barriers such as low awareness and insufficient outreach. Strengthening parental programs, enhancing communication strategies, and creating flexible volunteer opportunities could help bridge these gaps. As a response to these challenges, the BRIDGE Program (Building Relationships for Inclusive Development and Growth in Education) was developed to address these issues. These findings underscore the importance of sustained, inclusive, and adaptive partnership efforts to ensure educational resilience during and beyond crisis situations.

This study aimed to explore the challenges encountered by teachers in transitioning from printed to digitized self-learning modules. A multiple case study was employed to investigate the challenges, coping mechanisms, and lessons learned by teachers during this pivotal transition phase, shedding light on the complexities and nuances of adopting digital self-learning modules in educational settings. A purposive sampling technique was used to identify the four participants. The data were gathered through in-depth interviews. Findings revealed that teachers faced diverse challenges during the transition, including a lack of technical resources, a need for professional development, digital deficiency, as well as unequal access to technology, difficulties with student engagement, and inability to balance digital entertainment. To address these challenges, their coping mechanisms included flexibility and adaptability, positive thinking, openness to change, and peer mentoring. The lessons they learned focused on professional growth, instructional innovation, required commitment and dedication, promoting sustainability and efficiency, and embracing digitization to enhance learning. Furthermore, the emerging themes across cases highlight the value of a collaborative approach in digital education transitions, which could be incorporated into policy frameworks to support continuous professional learning and the development of digital infrastructure. This study emphasized that effective digital transformation in education is not merely about technology but also about building a culture of resilience, adaptability, and mutual support among teachers.

This study aimed to determine the level of implementation of the Learning Action Cell (LAC) in Palimbang District I, Division of Sultan Kudarat. A quantitative, cross-sectional design was employed, involving 113 public school teachers selected through stratified proportional random sampling. Findings revealed that strategy implementation was high in Clusters 1 and 2 but moderately high in Cluster 3. Facilitation was consistently rated high across all clusters. Resource support showed high implementation in Clusters 2 and 3, but only moderately high in Cluster 1. These results suggest that while facilitation and resource support are generally strong, strategic consistency across clusters would require further attention. The study contributes to understanding the variability in LAC implementation within geographically distributed clusters.

The purpose of this study was to explore the journey of Tboli Junior High School learners towards early marriage along with their views, feelings and perceptions on its effects in their lives. Qualitative research design was utilized using single case study approach which involved four (4) participants chosen through purposive sampling. Thematic content analysis was used as a data analysis tool. Findings revealed that participants perceived early marriage as a result due to family pressure, lack of financial stability, adherence to cultural norms, face various changes, ruined future plans, undergo rough patch, important matter to deal with, and require acceptance. In terms of their feelings about the phenomenon, sad, shocked, confused, regretful, irritated, contented, afraid, happy, and obligated were the emergent themes; lastly, social isolation, hinders dream, cause misunderstanding, physical appearance changes, continuous childbirth, body pain, become responsible, economic vulnerability, health risks, dilemma on being neglected, get jealous of successful friends, low self-esteem, multiple responsibilities, struggle on spouse’s vices, need to follow in-laws, and become vigilant with actions were its effects in their lives. This may raise awareness on the effects of early marriage, thus have significant social implication on delaying the practice. It was essential to consider context when developing policies and initiatives that are sensitive to cultural differences.