This study aimed to develop the reading comprehension skills of Grade 10 students at Glan School of Arts and Trades. It specifically sought to determine reading comprehension level, reading preferences, narrative experiences related to comprehension, and the validation level of the developed module. The researcher employed the Research and Development (R&D) design combined with an Embedded Mixed Method approach. The study involved 137 student respondents determined through Cochran's Formula for the quantitative phase, and two participants from each of the six (6) groups for the qualitative phase. Findings revealed that the students exhibited a high level of reading comprehension, with a mean score of 16.34%, described as highly satisfactory. However, within this range, some students still fell under the satisfactory level, indicating the need for further improvement, supported by their shared comprehension experiences. The study also found a strong preference for reading based on topic, literary genre, and writing style. Moreover, the developed module obtained a very high validation rating with a mean score of 4.47. In conclusion, the developed module is recommended, as it may serve as an effective tool for enhancing students' reading comprehension skills.

Midwives in private practice at birthing homes are independent professionals who operate their own businesses or are employed in these settings, in contrast to those employed in conventional settings, such as hospitals and rural health facilities. The purpose of this novel type of study is to explore the lived experiences of midwives working in a birthing home in private practice. The majority of them are employed in unfavorable conditions that harm their career growth. Five themes emerged from the study: challenges, coping mechanisms, desires, fears, and realizations. The study employed a qualitative research method, using an unstructured interview anchored in the theory of Perceived Organizational Support. Purposive sampling was used to select participants based on predefined criteria established by the researchers. The study had 27 participants, of whom 2 were from La Union and the rest from Pangasinan. The analysis of their responses was conducted using hermeneutic phenomenology, specifically the Ricœur approach. The findings suggest that numerous obstacles are encountered when working as a privately practicing midwife. Their working environment is filled with numerous negatives rather than positives. Regarding their viewpoints, the adverse experiences had a significant impact on their perceptions of their occupation. Private practice may not be a highly profitable career, but insights from personal experience can reveal necessary changes within the profession. This research suggests that additional studies should be conducted to better confirm the concerns expressed by these midwives and to investigate private birthing centers in other regions of the country. With backing from both government and private sectors, particularly from multiple midwifery organizations, along with fair compensation and excellent working conditions, these midwives will have a bright future in their careers.

This study investigated the structural relationships among library usage, resource utilization, information literacy, and librarian interactions, and their relationships to students’ academic success in higher education. Employing a quantitative research design, data were gathered from undergraduate students using standardized instruments, with analyses conducted through descriptive statistics, correlation, regression, and structural equation modeling (SEM). Results indicated that students demonstrated moderately high engagement across all four variables, with resource utilization rated the highest and librarian interactions the lowest. Correlation analysis revealed significant positive relationships between the four constructs and academic success, with information literacy showing the strongest association. Regression analyses highlighted the perceived helpfulness of librarians and students’ source evaluation skills as the most influential predictors of academic success, alongside satisfaction with library facilities. SEM results confirmed that Structural Model 5 achieved excellent fit indices, validating the integrated role of library usage, resource utilization, information literacy, and librarian interactions in fostering student performance. The findings underscore the importance of academic libraries not only as providers of resources but also as facilitators of critical competencies and meaningful academic support. The study recommends embedding library engagement and information literacy into higher education curricula and policies, strengthening librarian visibility, and developing innovative student-centered programs.

The implementation of the MATATAG Curriculum in the Philippines presents opportunities for innovation, yet also poses challenges for teachers, especially those teaching Filipino as out-of-field instructors. This qualitative multiple-case study aimed to describe their lived experiences, analyze the challenges they encountered, and document the coping mechanisms and practices they employed in applying pedagogical approaches and assessment strategies. Using maximum variation sampling, five teachers from different types of schools participated, and data were gathered through in-depth interviews, validated through triangulation with other relevant informants. Ethical protocols, including informed consent, confidentiality, and compliance with the Data Privacy Act of 2012, were observed to ensure the trustworthiness of the findings. From the thematic analysis, the following themes emerged regarding teachers’ experiences: challenges in curriculum implementation, adjustments in strategies based on students’ abilities, a lack of support and instructional materials, classroom teaching experiences, and changes in teachers’ perspectives and efforts. In connection with this, the mechanisms for addressing the challenges were documented, including adapting pedagogy to students’ abilities and contexts, collaborating and consulting with fellow teachers, engaging in continuous professional learning, sourcing instructional materials, and practicing humane pedagogy. Although the cases showed similarities in changes in perspective, their differences in other dimensions were evident, emphasizing the importance of contextualized resources and teacher support. The study suggests that the successful implementation of the MATATAG Curriculum depends on sustained teacher training, adequate instructional support, and teachers’ creative adaptation to diverse contexts. The findings provide insights for policymakers, curriculum developers, and educational leaders on strengthening teacher support and professional development that are responsive to classroom realities.

This qualitative inquiry explores participants' emotional readiness in the new normal. Ten public elementary school learners in the Tagum City Division were selected as research participants using a purposive sampling technique. Data were analyzed using thematic analysis. Overall, 13 themes were gathered. The result revealed the following (4) themes in the descriptions: 1) feeling of anxiety and sadness, 2) feeling of happiness, 3) being ready in the new normal, and 4) having adjusted to the situation. On the experiences: three (3) themes emerged, namely: 1) seeing the Difference of the new normal, 2) having stayed at home, and 3) having observed the health protocols. On the coping mechanisms: three (3) themes emerged, namely: 1) support from family, 2) acceptance and prayers, and 3) assistance from others. On their insights, three (3) themes emerged, namely: 1) be optimistic in overcoming problems, 2) strengthen precautionary measures, and 3) accept the new normal. The general implication of the results is the need to further improve the emotional readiness of public elementary learners in the new normal. Ultimately, this serves as a basis for teachers to initiate intervention programs that enhance learners' emotional readiness.

The lived experiences of teenage fathers are often untapped because these fathers are not easily discoverable and observable. Related literatures frequently depict their lives as an attachment to teenage mothers and is repeatedly displayed in a negative light. Hence, this research delved deeper and examined teenage fathers who live with and raise their children. Using a phenomenological approach as a research method, this study explored the meanings and essences of their lives to gain a deeper understanding of their experiences. It also studied their identity crises and the transition to a complete understanding of themselves. This study followed the lives of five teenage fathers who impregnated their partners when they were fifteen to nineteen years old and chose to take responsibility with their child. As of the interview, these teenage fathers are eighteen to twenty-four years old. The findings revealed that the lived experiences of the selected teenage fathers transitioned from being teenagers to a version of fatherhood, where they believed in a concept of being a father that is solely focused on the life of their child and family. With the element of time and endless support of family and loved ones, they were able to adjust and embrace the identity of being a teenage father. It is an identity that knows how to prioritize and realize that being a teenager and a father at the same time is not the end, but a door that will allow them to know who they are as a person and extract these qualities for their own and their family's betterment. In conclusion, by uncovering the essences of their lived experiences, this research challenges prevailing narratives that are often limited to statistical data and instead emphasizes the importance of understanding their emotional, psychological, and relational journeys. In practice, these findings underscore the need for more inclusive and father-sensitive counseling programs, school-based interventions, and community support systems that recognize teenage fathers not as incongruities but as capable individuals undergoing complex identity formation. In addition, to dismantle stigma and foster environments where these young men can thrive both as individuals and as parents, it is recommended to encourage teen fathers to build a strong support system with their close family (partner, parents, and child) to develop good habits and discipline. Promote open discussions about family planning, including contraceptives and future goals. Emphasize the importance of personal growth, viewing fatherhood as a stepping stone to learning new skills and achieving both personal and family goals.

This study aimed to develop a comprehensive guide for teaching strategies for pre-service teachers to address the educational gaps created by the COVID-19 pandemic. The guide was designed for use across various Grade 7 subjects and used the 5E model for lesson exemplars. A descriptive research design, particularly the Modified Sidek's Instructional Materials Development Design, was employed to guide the process. Field experts evaluated the guide and found it acceptable in terms of clarity, usefulness, language, presentation, and content. The panel consisted of ten experts (seven content experts with at least three years of experience teaching Grade 7 or mentoring pre-service teachers, and three material experts with expertise in instructional design). Key 21st-century skills were integrated into the strategies. Before finalization, the guide underwent validation and minor revisions based on expert feedback to improve language use and formatting for potential future publication. The study's findings offer a valuable resource for educators seeking to enhance teaching practices in the post-pandemic era.

Succession in small healthcare enterprises, particularly midwife-led birthing clinics in the Philippines, presents unique challenges influenced by family aspirations, regulatory requirements, and mission-driven values. The purpose of this novel type of study is to discover the succession plans of two birthing home owners in the province of La Union using purposive sampling. The study employed a qualitative design guided by the Gioia methodology to capture participants’ lived experiences and surface data-driven concepts. Data were gathered through unstructured interviews. Following Gioia’s three-step analytic process, transcripts were open-coded into first-order concepts, aggregated into second-order themes, and distilled into aggregate dimensions that represent the emergent theory. Analysis produced 17 first-order concepts clustered into 17 second-order themes in the first participant, while the second participant had 23 first-order concepts clustered into 23 second-order themes. These themes converged into 12 aggregate dimensions: Succession Aspirations, Successor Selection Challenges, Preparation for Continuity, Values & Principles for Succession, Fears and Risks in Succession, Transitioning Ownership Role, Foundational Beliefs for Survival, Succession Context, Successor Readiness, Core Qualities for Succession, Sustaining the Legacy and Ownership and Structural Considerations which depict the structural importance of a strong succession plan. The findings reveal that while founders initially aspire for family succession to preserve legacy and socioemotional wealth, the lack of qualified heirs or the departure of family members often necessitates identifying non-family staff as potential successors. Succession success is contingent on a combination of technical competence, regulatory compliance, and values stewardship, including compassion, patient-centered care, and trustworthiness. Founders employ strategies such as staged role transitions, mentoring, comprehensive knowledge transfer, and operational guidance to ensure continuity of operations. Despite fears of business closure, sabotage, and client resistance to new leadership, founders demonstrate resilience by fostering loyalty, emphasizing ethical practices, and creating pseudo-familial relationships with trusted staff. The study proposes a mission-driven succession model, highlighting a shift from family-centered continuity to professionalized, ethically grounded leadership in small healthcare enterprises. Practical implications include guidance for founders on early succession planning, training, and mentoring of successors, as well as recommendations for policymakers to support certification, capacity-building, and regulatory frameworks that facilitate continuity of care. This research contributes to succession literature by integrating socioemotional, institutional, and stewardship perspectives in a context-specific model for healthcare micro-enterprises.

The study aimed to determine the competencies and work performance of grade one teachers in public elementary schools in Pililla Sub-Office during the 2024-2025 school year. The respondents of the study included the total population of grade one teachers and master teachers in the said schools. This consists of 36 grade one teachers and 24 master teachers. They were described in terms of their age, sex, civil status, educational attainment, position title, length of service, and in-service training attended. A descriptive survey research design was employed, utilizing a researcher-created questionnaire checklist as a tool for gathering the necessary data. The instrument determined the level of competencies of grade one teachers in the areas of classroom management, digital literacy, adaptability and flexibility, collaboration and partnership, and cultural awareness and sensitivity. Documentary analysis was applied, using the latest IPCR ratings of the grade one teachers as a basis for evaluating their level of work performance. The challenges encountered by grade one teachers were also identified. As perceived by grade one teachers, they are very competent in digital literacy and very Competent with respect to classroom management, adaptability and flexibility, collaboration and partnership, cultural awareness and sensitivity. As perceived by the master-teacher respondents, grade one teachers are much competent in all aspects. There is a significant difference between the perceptions of the two groups of respondents regarding the level of competencies of grade one teachers in terms of classroom management, digital literacy, adaptability and flexibility, collaboration and partnership, and cultural awareness and sensitivity. The level of work performance of the grade one teachers is Outstanding based on the results of their Individual Performance Commitment and Review. The level of competencies of grade one teachers, specifically in classroom management, digital literacy, adaptability and flexibility, collaboration and partnership, and cultural awareness and sensitivity, is significantly related to the level of their work performance. Grade one teachers seldom perceive challenges in the same way as master teachers do. The study revealed that Grade one teachers and master teachers have different views regarding the level of competencies of grade one teachers. The level of competencies of grade one teachers differs significantly when they are grouped according to the length of service and the in-service training they have attended. The personal attributes of master teachers are not contributory to their perceptions of the level of competencies of grade one teachers.