Divided City Research Articles

Planned stitching, practical suturing: assembling community voices and mobilisation across difference in Johannesburg’s corridors of freedom

The City of Johannesburg’s Corridors of Freedom (CoF), launched in 2013, were intended to cut across the economically and racially divided city using infrastructure and interventions in the built environment around new transport nodes. Undertaken in haste for political reasons and projected to be delivered as swiftly as possible, those driving this mega project oversaw substantial consultation exercises, but provided relatively few spaces for direct engagement to shape the project. This paper presents the experiences of a team of engaged-researchers, a long-standing NGO in partnership with University-based scholars jointly investigating the CoF development process. Interested in the ways in which the CoF initiative sought to ‘stitch’ the city together, our contribution to the project was to engage with different communities, clarify their different experiences with participation in the Corridors development and explore the possibility of collaboration across these different communities. Using the conceptual framework of stitching and suturing, the paper, in two parts, interrogates the roles that engaged partners can have in complex and diverse communities and our ability to support engagement. We reveal the limitations of engaged research when faced with political and institutional cycles that do not synchronise with the research projects, and point to the cleavages and disruptions that result when the local state does not systematically incorporate the needs and lived realities of its residents.

Writing skills of the campus journalists in Candon City division

Writing skills of the campus journalists in Candon City division

Trade-off Analysis in Strengthening the Criteria for Master Teacher Promotion

Effective master teachers constitute a valuable human resource playing a significant role not only as instructional leaders but also as educational researchers. However, the pressing demands of quality education alongside changing policies call for the need to ensure that these leaders meet competitive standards. Using the developmental-evaluative design, this study which is anchored on Criterion Theory, aims to enhance the existing criteria of the Department of Education (DepEd) in screening, selecting, and hiring Master Teacher applicants. Delphi technique and trade-offs analysis with ten expert respondents derived nine new and consensually evaluated measures (research training, research conference, publication, INSET/LAC, completed researches, best practices/innovations, qualifying examination, master's degree & awards) comprising the "Enhanced Criteria for Master Teacher Promotion" at 70-point cut-off qualification. The discriminant function model constituted data from 60 Master Teachers in the Maasin City Division and confirmed discriminatory success at 91.78% variability during model validation of 15 Master Teachers. Thus, the new criteria demonstrate the potential to assure the DepEd of competent and quality instructional leaders that the country needs today. This study recommends the adoption of the enhanced criteria as a policy. However, further evaluation is necessary to strengthen its validity before its full implementation.

Factors Influencing Mathematical Ability of Grade 6 Pupils

It is crucial for educators and policymakers to comprehend the elements influencing sixth-grade children’s mathematics abilities if they are to successfully support students in their learning process. In this premise, this study analyzed the extent of factors influencing the mathematical ability of Grade 6 learners in one elementary school in Bacolod City Division during the school year 2022-2023. The variables included in this study are sex, parent’s education, and family income. To determine the extent of factors influencing the student’s mathematical ability, the following areas are considered: learners’ motivation, parental support, teachers’ instructional skills, and learning resources. Data for this descriptive study was collected from 101 Grade 6 pupils- respondents using a self-made survey questionnaire that has passed the rigorous tests of validity and reliability. Results show that most respondents are female, and parents are at the elementary and high school level only, with Php 12,000.00 and above as the Family Income. The extent of factors influencing the mathematical ability of grade 6 learners according to learners’ motivation and Parental support and when group according to variables shows moderate extent except for parent’s highest educational attainment in of learner’s motivation that shows great extent while in teacher’s instructional skills, and learning resources and when group according to variables shows great extent. Also, results show that there is no significant difference among all areas. To foster students’ mathematical proficiency and interest, this paper calls for teachers to offer varied exercises and activities, for parents to engage children in math tasks at home, maintain communication through regular meetings and group chats, and teachers should continuously enhance instructional skills, ensure access to organized learning resources, and provide ample time and supplementary materials for concept mastery. Keywords: Education, mathematical ability, parental support, teachers’ competence, Bacolod City, Negros Occidental, Philippines.

Alternative Working Arrangements And Teachers’ Competence in the New Normal

The objective of this study was to ascertain the significance of the correlation between alternative working arrangements and the competence of elementary school teachers in the context of the "new normal." The research was conducted using a descriptive-correlational method and involved 40 teachers serving as respondents from seven public elementary schools in the Matina District, Davao City Division. Data was collected using a researcher-developed instrument. The findings indicated a high degree of implementation of alternative working arrangements and extensive competence among teachers. Additionally, a notable correlation was established between alternative working arrangements and teachers' competence within the new normal framework. All aspects of alternative working arrangements were found to significantly influence teachers' competence. The study recommends the implementation of pertinent policies, mechanisms, and strategies to support teachers, particularly through coaching and the application of effective strategies and techniques to mitigate potential emotional hindrances. School administrators can utilize these findings to enhance teacher competence and optimize the teaching-learning process, ultimately improving lesson delivery. Furthermore, the study findings can serve as a foundation for evaluating and instituting school improvements aimed at enhancing existing alternative working arrangements and teachers' competence..

Inquiry-Based Instruction in Science among Grade 8 Students in Rizal National High School, Surigao City Division

This study aimed to investigate the effectiveness of inquiry-based instruction compared to a conventional approach in enhancing science learning among Grade 8 students. A quasi-experimental design was employed, involving 76 students from Rizal National High School, Surigao City Division, who were divided into control (conventional instruction) and experimental (inquiry-based instruction) groups. The DepEd Caraga Region Sukdanan standard test was utilized to measure academic performance in science before and after the intervention. Data analysis, using weighted mean, standard deviation, t-test, and Analysis of Covariance (ANCOVA), revealed significant improvements in both groups. However, the experimental group, exposed to inquiry-based instruction, exhibited a more pronounced increase in scores (pre-test mean: 15.55 to post-test mean: 32.82) compared to the control group (pre-test mean: 15.32 to post-test mean: 22.18). Both t-tests and ANCOVA confirmed the statistical significance of these gains (p < 0.05), with the inquiry-based approach demonstrating a particularly strong impact on student learning outcomes. The findings underscore the potential of inquiry-based instruction as a valuable pedagogical tool for promoting science learning. This approach, which emphasizes student-centered exploration and discovery, appears to foster a deeper understanding of scientific concepts compared to traditional methods. The study suggests that integrating inquiry-based strategies into science curricula can significantly enhance student achievement and engagement.

Socio-Cultural, Educational, and Psychological Barriers in ESL Learning: A Qualitative Study of Senior High School Students

This qualitative study explores the complex issues faced by the Senior High School students in learning ESL. Using the interviews and focus group discussions, this study aims at finding out the students’ experience, perception and challenges relating to their English accent. Ten male and twenty female students from the socio culturally and linguistically diverse school in Cotabato City Division volunteered for the study, offering information on the socio cultural, educational, and psychological aspects affecting their ESL learning during the academic year 2022-2023. The study shows that low students’ interactions in English beyond the classroom, the preferred use of students’ native language patterns, and inadequate amounts of exposure to English contexts are specific socio-cultural factors. Learning difficulties include; the imbalance in teachers’ competency, instruction, and teaching methods, and student supplies. On the psychological level, students have anxiety, unstable motivation, and problems with self-efficacy, which provides a meaningful addition to learners’ difficulties. Thus, this study recommended the need to tackle these challenges by increasing the training of teachers, developing quality teaching and learning materials, and providing effective learning conditions. These include promotion of English in contextual setting, computer aided instruction, offering counseling and psychological services to boost the learners’ morale. The findings of this study are hoped to help educators, and relevant stakeholders understand the best practices on how to help ESL learner Senior High School Students to break barriers and succeed academically and in their future careers as the world becomes a global village.

Factors Affecting the Level of Exhaustion among Public School Teachers in Catbalogan City

Teachers' exhaustion is a prevalent issue that affects their well-being and job performance. It is crucial for educational institutions and policymakers to address these factors and implement strategies to support and prioritize the well-being of teachers. Teaching is a demanding profession that requires high levels of energy and commitment. The study aimed to assess the factors affecting the level of exhaustion of single and married teachers in public schools in Catbalogan City Division. This study utilized a descriptive-correlational research design. Accordingly, "Financial Background”, and "Financial Components” ranked 1st, and 2nd among 7 factors affecting exhaustions to teacher-respondents, thus, the Composite Mean= 3.65 with descriptive interpretation of “Agree.” Further, there was a low positive association between Civil Status, and Years of Teaching; and Level of Exhaustion. Moreover, there was no significant correlation between Civil Status and Level of Exhaustion. The findings suggest a complex interplay between civil status, years of teaching, and levels of exhaustion among educators. While years of teaching experience shows a low positive association with exhaustion, civil status alone does not significantly correlate with exhaustion levels. Future research could further explore the specific contextual factors in Catbalogan City and similar settings to better understand the dynamics of teacher exhaustion. Additionally, longitudinal studies could provide insights into how teachers' experiences of exhaustion evolve over time and the role of coping strategies in mitigating burnout.

Political Divisions in Large Cities: The Socio-Spatial Basis of Legislative Behavior in Chicago and Toronto

Political Divisions in Large Cities: The Socio-Spatial Basis of Legislative Behavior in Chicago and Toronto

Employee welfare: The case of secondary school teachers of Masbate City Division

Employee welfare: The case of secondary school teachers of Masbate City Division

Delivery Performance of the Administrative Services as Perceived by School Heads and Teachers of El Salvador City Division

This study evaluated the administrative services in the El Salvador City Division Office for the 2021-2022 school year, focusing on personnel, cash, records, and supply and asset management. The research involved 15 school heads and 253 elementary teachers using a survey patterned from Executive Order No. 366. Statistical tools like frequency, percentage, mean, standard deviation, and t-tests were used to analyze the data. The findings revealed that many school heads hold doctorate degrees and have 11-20 years of experience, typically in leadership roles such as Principal or Head Teacher. They have also participated in multiple training sessions. Teachers, however, generally hold bachelor's degrees, have less than 5 years of experience, and occupy Teacher I positions, with some engaging in training at various levels. Both groups rated the administrative services highly. A significant relationship was found between their profiles and how they assess administrative services, suggesting that the educational and professional backgrounds of school heads and teachers influence their perceptions of service effectiveness. The study recommends that the division office improve transparency by timely posting school expenditures and balances to enhance data communication for school heads and teachers.

Model of Teachers’ Performance in Public Schools of Panabo City, Davao del Norte, Philippines: Teacher's Performance Triad- Exploring the Nexus of Job Design, Commitment, and Satisfaction

In the realm of educational management, teachers' performance is a crucial component in fulfilling the school’s objectives, as it directly influences the quality of education provided to students. Performing teachers contribute significantly to achieving the institution’s goals by ensuring students receive a high-quality education and reach their full potential. This study aimed to develop a best-fit model of job design characteristics, organizational commitment, and job satisfaction in line with teachers’ performance at the Schools Division of Panabo City. It examined the variables that best predict teachers’ performance and determined the best fit structural model. It utilized descriptive, correlational, and causal-comparative research design. This study is significant to Human Resource Management considering that findings were good inputs on developing a framework in improving teacher’s performance. This framework would also be appropriate tool in identifying intervention programs like training, seminar-workshops and other related activities in line with human resource development program. It involved 490 elementary school teachers and utilized 4 sets of modified questionnaires on job design characteristics, organizational commitment, job satisfaction, and teacher performance, which were subjected to validity and reliability. The findings indicated a positive relationship between job design characteristics, and job satisfaction and are predictors of teacher performance with the equation TP = 5.810 + 0.155 (JDC-M) + 0.168 (JS-TS). Moreover, the result concluded that the best fit structural model on teacher’s performance is greatly anchored on these variables: job satisfaction and job design characteristics. It is recommended to have a policy framework in identifying the appropriate intervention programs in job satisfaction and job design characteristics to improve teacher’s performance of Panabo City Division. Additionally, this recommends that the HRMO, Regional, Division and school Administrators as the implementing unit must have the capacity to identify appropriate tasks and offer technical assistance to the teachers of the school that falls under the jurisdiction of the department to organize informative workshops and seminars aimed at boosting the teachers' motivation and effectively addressing their concerns, particularly regarding promotions and benefits. Further, it needs to have a depth exploration of identifying factors on job satisfaction and job design characteristics for the improvement of the performance of teachers.

Improving Learners Numeracy Skills Through Explicit Teaching

This action research used a quantitative research design, specifically a pre-test and post-test experimental design for the Grade 2-B class of Sibulao Elementary School, Vitali District, Zamboanga City Division. A total of 35 learners participated in this study. Pre-Test administration was done on September 11, 2023 and Post-Test administration was done on March 21, 2024. The test administration was personally administered and retrieved by the researcher-teacher. Findings revealed that the Grade 2-B learners, needed significant assistance with their numeracy skills. In the pre-test assessment for Grade 2-B learners, 34 or all of the learners were reported as not proficient (NoP) and require significant assistance. In the post-test, learners were reported to be significantly improving with 2 learners highly proficient (HP), 5 learners proficient (P), 17 learners nearly proficient (NeP), 7 learners low proficient (LP), and 4 learners not proficient (NoP). To address the salient findings of the study, recommendations relative to crafting an action plan for the reading remediation of the learners, conference with parent and learner and one-on-one tutorial is being recommended as the best intervention, intervention for numeracy include pedagogy interventions including exposing pupils to more drills and exercises, differentiated instruction and using manipulative, real and tangible objects and since the intervention program only lasted for 6 months during remediation classes with 35 minutes time allotment per day a conduct of summer enhancement program was conducted.

Teaching Technique and Learners’ Motivation in the Post-Covid Landscape

The purpose of the study was to determine the influence of teaching techniques on learner’s motivation. A total of 74 students in the public elementary Schools in Sta. Ana District, Davao City division were identified through stratified random sampling. The study utilized a descriptive-correlation design. An adapted survey questionnaires were utilized which centered on teaching techniques and learner’s motivation. Mean, Pearson r, and regression analysis were used as statistical tools of the study. Results revealed on the level of teaching techniques in the post COVID landscape in terms of: (1) lecture methods, (2) facilitation methods, and (3) instructional material which was all described as Very High which indicates that it was always evident in school. In addition, on the level of learner’s motivation in the post COVID landscape in terms of: (1) attitude, (2) participation, (3) homework, and (4) grades, for the attitude and participation it garners a very high mean score which means that it was always evident. Meanwhile, for the homework and grades it garnered a high score which means that it was oftentimes evident. Further, it showed a significant relationship between teaching techniques and learner’s motivation. Moreover, facilitation methods and instructional material significantly influenced the learner’s motivation.

Behavior Management Approaches and Teacher- Student Connectedness: A Quantitative Investigation

This study aimed to determine the influence of behavior management approaches on teacher-student connectedness among public elementary school teachers at Jesus V. Ayala Elementary School, Binugao District, Davao City Division. Fifty students were identified using the universal sampling method. The study utilized a descriptive-correlational design, employing two survey questionnaires focused on behavioral management approaches and teacher-student connectedness for data collection. Statistical tools used included mean, Pearson r, and regression analysis. Results indicated that the level of behavioral management approach was high in the democratic approach and preventive approach, and moderate in assertive discipline and intervention approaches. Regarding teacher-student connectedness, levels were moderate in individualized personal interaction and support, and high in empathy and perspective taking. The findings also revealed a strong significant relationship between behavioral management approach and teacher-student connectedness (p < .05). Furthermore, democratic approach, assertive discipline approach, preventive approach, and intervention approach significantly influenced teacher-student connectedness. Specifically, for every unit increase in these domains of behavioral management approach, teacher-student connectedness increased by 1.908, holding other factors constant. Based on these findings, the study recommends that teachers engage in continuous professional development focused on adaptive behavior management strategies to effectively support student behavior and maintain a positive classroom atmosphere, thereby fostering a conducive learning environment for all.

Factors Affecting Financial Literacy of Teachers: A Logit Analysis

The purpose of the study was to determine the influence of socio-demographic variables and factors on the financial literacy of teachers in Cluster IV, Davao City division. A total of 122 teachers in the public secondary Schools in Cluster IV Davao City division were identified through stratified random sampling. The study utilized a descriptive-predictive design. Adapted survey questionnaires which focused on the factors affecting financial literacy of teachers were utilized in the gathering of data. Frequency and Percentage, Mean, and Logistic Regression analysis were used as statistical tools of the study. Results revealed that the socio-demographic profile of the teachers which composed of age, gender, income, and educational qualifications highlighted higher number of female respondents than their male counterpart. Most teacher-respondents were under the age bracket of 31-40, with an income of Php 30,000 to 40,000, and were about to acquire their master’s degree. The level of the factors revealed very high ratings on financial knowledge, financial behavior, financial attitudes, and investing and savings. Financial attitudes obtained the highest mean rating while financial behavior recorded the lowest mean rating. The profile of financial literacy of teachers showed higher number of teachers who were not financially literate. Financial knowledge and financial attitudes significantly influenced financial literacy of teachers. Financial knowledge has the highest degree of influence to the financial literacy of teachers. This study also recommended that School Administrators should provide an intervention program or conference may be conducted by school administrators to guide and reinforce teachers understanding regarding financial literacy.

Logistic Analysis on Students Attitude in Mathematics

This study aimed to determine the influence socio-demographic variables and factors on students’ attitude in mathematics. A total of 90 students in the public schools in Davao City division were identified through stratified random sampling. The study utilized a descriptive-predictive design. Adapted survey questionnaires which focused on parental influence, teachers emotional support, and attitude were utilized in the gathering of data. Frequency and Percentage, Mean, and Logistic Regression analysis were used as statistical tools of the study. Results revealed that the socio- demographic profile of students showed higher number of female respondents than their male counterpart. Most student-respondents were 16 years old and above. Also, the level of the factors revealed very high ratings on parental influence, teachers emotional support, and attitude. Teachers emotional support and attitude obtained the highest mean rating while parental influence recorded the lowest mean rating. Additionally, the profile of students’ attitude in mathematics showed higher number of students who have very satisfactory attitude in mathematics. Further, teachers emotional support and parental influence significantly influenced students’ attitude in mathematics. Teachers emotional support has the highest degree of influence to the attitude of students in mathematics.

Teaching Philosophy of Teachers and Classroom Learning Environment of Public Elementary Schools in Panabo City Division

Teaching Philosophy of Teachers and Classroom Learning Environment of Public Elementary Schools in Panabo City Division

Quality Of Work Life And Psychological Well-Being Of Public Elementary Teachers In Panabo City Division

Quality Of Work Life And Psychological Well-Being Of Public Elementary Teachers In Panabo City Division

Culture Triage and Work Engagement of Public Elementary Teachers in Panabo City Division

Culture Triage and Work Engagement of Public Elementary Teachers in Panabo City Division