School Division Research Articles

Difficulties of Teachers in Teaching Reading to Grade 1 Learners

Reading is the basis for all academic learning. A youngster who struggles with reading may have missed the chance to utilize the educational tools offered by the government and the school system because they need to understand their importance fully (Roque et al.,2023). Along this line, this study explored teachers’ difficulties in teaching reading to Grade 1 learners in selected districts in a large school division in Central Philippines during the school year 2022-2023. Data needed for this descriptive paper was collected from 38 Grade 1 teacher-respondents using a 30-item survey questionnaire that has hurdled the rigorous tests of validity and reliability. The ensuing analysis showed the level of difficulties of teachers in teaching reading to Grade 1 learners was moderate in content knowledge (m=2.51; sd=0.843), low in the availability of teaching and reading materials (m=2.3; sd=0.837), and teaching strategies (m=2.02; sd=0.624). There was no significant difference in teacher difficulties when grouped according to the aforementioned variables. There was a significant difference in the availability of teaching and reading materials when grouped according to age. The study’s results called for regular checking of DLL/DLP and providing proper guidance to teachers on effectively utilizing the Teachers’ Guide alongside supplementary materials from LRMDS. The findings are equally provided. Keywords: teachers’ difficulties, teaching reading, Grade 1 learners

Factors Affecting the Implementation of Blended Learning Modality

Blended learning is relatively new in public schools in the Philippines, yet its increasing demand highlights notable challenges hindering effective teaching and learning. In this context, this study aims to assess the factors influencing the implementation of blended learning at medium-sized School Division within a highly urbanized city in Central Philippines, during the School Year 2022-2023. Employing descriptive and quantitative research methods, a 30-item survey questionnaire was administered to ninety-six (96) teachers. Findings reveal low factors affecting the implementation of blended learning in teaching-learning resources and ICT skills. In contrast, moderate levels were observed in stakeholders’ support, interpersonal communication skills, and self-management skills. Furthermore, significant differences were noted in the level of ICT skills based on educational attainment and teaching experience. These results offer insights for enhancing current policies and guidelines for blended learning implementation. Keywords: Elementary education, empirical-based approach, blended learning modalities, Bacolod City, Philippines

Teachers’ Ancillary Functions and Teaching Performance

The term “ancillary functions” in the context of education refers to the tasks that teachers carry out that are not explicitly related to classroom teaching, such as serving as subject coordinators, club advisers, sports coaches, coordinators of both co-curricular and extracurricular activities, and community engagement services. Teachers still need to perform actual teaching, yet these services are vital for the school’s daily operations. Along this line, this study determined the level of teachers’ ancillary functions and level of teachers’ performance in a small-sized School Division in Norther Negros Occidental during the School Year 2023-2024. Data needed for this descriptive paper was collected from 66 public elementary school teachers using a self-made survey questionnaire that has passed the stringent tests of Validity and reliability. Data gathered revealed that teachers’ ancillary functions are high for teaching-related (M=4.0382; SD=0.32875) and administrative assignments (M=3.8644; SD=0.40228). Additionally, it was found that there was no significant relationship between teachers’ ancillary functions and their performance. The study calls for the use of differentiated instructions and requires School Heads to practice transparency and fairness in the distribution of ancillary workload to teachers. Keywords: Teachers’ ancillary functions, teaching performance, teaching-related assignments, administrative assignments, Negros Occidental, Philippines.

Program Implementation of the Alternative Learning System

Educational stakeholders can enhance the effectiveness and impact of the Alternative Learning System (ALS) programs in providing educational opportunities for marginalized and underserved populations. It is on this premise that this study aimed to evaluate the extent of the ALS program’s implementation in a large school division within Central Philippines for the 2021-2022 academic year. Data needed for this descriptive study was taken from 51 ALS teacher-respondents using a self-made survey questionnaire that passed the rigorous test of validity and reliability. The study’s focus on program implementation revealed that the Assessment of Learning component exhibited a very high extent of implementation, as evidenced by mean scores surpassing 4.5 across all assessed aspects. Similarly, Learning Resources demonstrated a high level of implementation, with the majority of mean scores exceeding 3.5. However, implementing the Learning Environment aspect was deemed moderate, signifying potential areas for enhancement. Regardless of age, both younger and older educators experienced robust implementation in the Assessment of Learning and Learning Resources aspects. Similarly, male and female teachers encountered high implementation levels in these dimensions. While family income did not significantly impact the Assessment of Learning and Learning Resources domains, it did influence the Learning Environment aspect. Specifically, higher-income individuals benefited from a more extensive implementation of the Learning Environment. The study’s outcomes have important implications for designing future capability-building plans and enhancing the educational experience within the ALS program. Keywords: Alternative Learning System, ALS Program Implementation, ALS Teachers, ALS Community Learning Center, ALS Learning Resources, ALS Assessments Negros Occidental

Physical Fitness Test Implementation in Elementary Schools

Physical fitness is one of the main aims of the physical education program and must be included in the curriculum from Grades 4 to 10 according to the K–12 Basic Education Curriculum. From Grades 4 to 12, the administration and implementation of the testing program must be considered a crucial part of the physical education and school sports curriculum (DepEd Order No. 34, s. 2019). In this premise, this paper aimed to determine the extent of PFT implementation in Elementary Schools in a District under a medium-sized School Division during the S.Y 2021-2022. Data for this descriptive study was collected from 35 respondents using a self-made survey questionnaire that has passed the rigorist validity and reliability tests. Physical Fitness Test in Elementary schools regarding school facilities, equipment, and teaching strategy was indicated to a “great extent.” However, in teaching competence, it was to a “very great extent.” Furthermore, in school facilities and equipment, teaching strategy, and teaching competence according to length of service, both shorter-tenured and longer-tenured assessed to a “great extent.” In contrast, in teaching competence, longer respondents assessed a “very great extent.” Lastly, the study also revealed no significant difference in the extent of implementation when grouped according to age, educational attainment, and length of service. The findings call for concerned teachers to look at different teaching approaches, methodologies, and strategies and the contextualization and indigenization of teaching-learning in physical education. Keywords: education, Physical Education, Physical Fitness Test, Public Schools, Bacolod City Negros Occidental

Teachers’ Utilization of Information and Communication Technology and Learners’ Academic Performance

Several novel concepts and understandings in education can result from researching how teachers use information and communication technology (ICT) and how that use affects students’ academic achievement. It is on this premise that this paper aimed to determine the extent of teachers’ ICT utilization and its relationship with learners’ academic in a public secondary school, in one of the districts of a large size schools division in Central Philippines, during the School Year 2023-2024. Data needed for this descriptive study was collected from 42 respondents using a self-made 30-item questionnaire that has passed the rigorous tests of validity and reliability. This study employed appropriate statistical methods based on the stated objectives namely, frequency and percentage count, Mean, Mann-Whitney U-test and Spearman Rho. Data showed a great extent of teachers’ ICT utilization when analyzed regarding instructional delivery and computer peripherals and equipment. Meanwhile, learners’ academic performance was found to be very satisfactory. The results state that the relationship between extent of teachers’ ICT utilization in teaching and learners’ academic performance is interpreted as not significant, the extent of teacher’s utilization of Information and Communication Technology does not affect the learners’ academic performance. The study results call for the teachers to encourage using technology in delivering the lesson, and the higher authority may support the school in providing the needs of the teachers and students and equip educators with tangible abilities to enhance technology integration in classrooms, fostering creativity, collaboration, and continuous refinement of teaching and learning approaches. Keywords: Information and communication technology, instructional delivery, computer peripherals and equipment, Negros Occidental, Philippines.

Lived Experiences of School Heads in School-Based Management (SBM) Implementation

This study explored the lived experiences of school heads in SBM implementation using Collaizi’s phenomenological approach with transcribed semi-structured face-to-face interviews among nine participants who were school heads in the Schools Division of Siargao. Selected through the snowball sampling technique, these participants graciously shared their lived experiences, including the challenges and best practices through SBM implementation. This study was anchored on RA 9155: Governance of Basic Education Act of 2001 and DepEd Order No. 1, s. of 2003 (Implementing Rules and Regulations of Republic Act 9155) as supporting legislative works. Moreover, this study was also in line with Pluralism, Social Cognitive, and Functionalism Theories. Six emergent themes were derived from the study: (1) unified support from stakeholders; (2) pressure; (3) community linkages; (4) transparency and responsibility; (5) challenging journey; and (6) development. The emergent themes comprehensively explained an understanding of the participants’ thoughts about SBM, the perceived challenges and opportunities, best practices, and achievements in collaboration with the internal and external stakeholders. To ensure the aim of this study, it was crucial to develop meaningful programs as recommendations for enhancing quality assurance, particularly within the realm of school-based management across the entire division. Moreover, empowerment not only among internal but also external stakeholders must be established, in order to keep empowering communities and foster unity in diversity for the benefit of enhanced SBM implementation in schools.

School mental health and psychosocial support practices in congressional District 1 Schools Division of Quezon City: Basis for an intervention measure

School mental health and psychosocial support practices in congressional District 1 Schools Division of Quezon City: Basis for an intervention measure

A Mixed Method Study on the Dimensions of Teacher Mentoring as Correlates of Technical Assistance Performance of Master Teachers: A Future Ready Mentoring Program

The study investigated the correlation between the Dimensions of Teacher Mentoring and the technical assistance performance of Master Teachers, along with the facilitating and hindering factors within the Schools Division of Siargao. Key dimensions evaluated included mentoring structure, motivation, passion, system requirements, pedagogical competence, and feedback mechanisms. Using a mixed-method approach, 91 master teachers from 12 districts participated. Data collection involved questionnaires, interviews, and focus group discussions, with thematic analysis applied to qualitative data. Findings indicated high administrative support for mentoring structures, with master teachers showing strong motivation and competence. However, challenges such as inadequate internet connectivity, heavy workloads, and lack of resources hindered their performance. Despite these obstacles, master teachers exhibited a strong commitment to mentoring, though they faced significant distractions like health issues and multitasking. The study proposed an intervention program to address these challenges, emphasizing the need for improved administrative support, resources, and time allocation for mentoring activities. The conclusions drawn highlighted the importance of communication and professional development in enhancing mentoring effectiveness. Recommendations included institutionalizing mentoring programs, enhancing school-based mentoring initiatives, and conducting further research to refine and improve mentoring practices.

School Heads’ Decision – Making Styles And Educational Leadership: Their Influence On School Culture

This study investigated the influence of school heads' decision-making styles and educational leadership on school culture, as perceived by teachers in the Schools Division of Iloilo City, Philippines. Utilizing a descriptive-correlational design and stratified random sampling, 350 teachers assessed their school heads' decision-making styles, educational leadership levels, and the prevailing school culture. Findings revealed a predominance of the Planner decision-making style among school heads, with no significant variations observed across teacher demographics. The level of educational leadership was generally perceived as very satisfactory, although differences emerged based on school level and teacher experience. While the dominant school culture wasn't explicitly identified, significant variations were found based on school level and length of service. Importantly, both decision-making styles and educational leadership were found to significantly influence school culture, highlighting the crucial role of school heads in shaping a positive and effective learning environment. The study underscores the importance of context-specific leadership approaches and collaborative decision-making in fostering a conducive school culture.

School Heads’ Decision – Making Styles And Educational Leadership: Their Influence On School Culture

This study investigated the influence of school heads' decision-making styles and educational leadership on school culture, as perceived by teachers in the Schools Division of Iloilo City, Philippines. Utilizing a descriptive-correlational design and stratified random sampling, 350 teachers assessed their school heads' decision-making styles, educational leadership levels, and the prevailing school culture. Findings revealed a predominance of the Planner decision-making style among school heads, with no significant variations observed across teacher demographics. The level of educational leadership was generally perceived as very satisfactory, although differences emerged based on school level and teacher experience. While the dominant school culture wasn't explicitly identified, significant variations were found based on school level and length of service. Importantly, both decision-making styles and educational leadership were found to significantly influence school culture, highlighting the crucial role of school heads in shaping a positive and effective learning environment. The study underscores the importance of context-specific leadership approaches and collaborative decision-making in fostering a conducive school culture.

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.

Financial Management and Resource Allocation Practices in the Schools Division of Surigao Del Norte, Philippines

The purpose of this study is to investigate the financial management and resource allocation practices of schools in the Schools Division of Surigao del Norte. Specifically, the researcher aims to identify the obstacles encountered by these school heads in allocating the Maintenance and Other Operating Expenses (MOOE) budget provided by the government, as well as the strategies they employ to address these challenges. Specifically, it described the profile of the school such as school type, school category, school classification in MOOE and school head’s appointment status. It made use of a descriptive research design employing survey technique to find the extent of financial management and resource allocation practices of school heads. The participants were the selected 56 school heads and 711 teachers of the entire schools’ division. A researcher made questionnaire was used to gather the data needed in this study. The statistical tools used included: frequency count and percentage computation, mean and standard deviation, T-test and Chi-square test. This study found out that schools Slightly practiced accounting on managing their finances. Least prioritize by the school heads is the student-support activities. Majority of the school heads overlooked the student-support activities and tend to allocate so much on infrastructure development. There is a significant difference of responses of school heads and teachers when it comes to assessing the financial management and resource allocation of their school. School administrators lack the necessary financial management abilities and as a result they fail to effectively and efficiently oversee spending through the budget. Teachers were not involved in the budgetary process and as a result, they tend to assess not so good scores on the financial management and resource allocation practices of their respective school.

Mathematics E-learning Packets for Technical and Livelihood Education (TLE) Automotive Servicing

This study aimed to develop and evaluate Mathematics e-learning packets tailored for Technical and Livelihood Education (TLE) Automotive Servicing students at a public national high school, in the City Schools Division of Marikina for the School Year 2023-2024. The impetus for the study was based on the increasing number of learners who are having difficulty solving basic mathematical problems. The research addressed the following questions: (1) identifying Mathematics 9 topics suitable for e-learning packets based on literature review, (2) evaluating the developed packets by automotive and mathematics teachers according to DepEd guidelines concerning content quality, instructional quality, technical quality, assessment, visuals, and plan layout, (3) assessing any significant differences between the evaluations of the two groups of respondents, and (4) gathering comments and suggestions for improvement. Utilizing a descriptive research method, the study involved evaluations from 15 mathematics teachers and 15 automotive teachers from two public national high schools in Marikina City, Philippines. Data were analyzed using Weighted Mean and the Mann-Whitney U Test. Key findings include (1) prioritized topics under the Matatag Curriculum: perpendicular and parallel lines, relations and functions, quadratic functions and equations, direct and inverse variations, trigonometric ratios, and probability of simple events; (2) both groups rated the e-learning packets highly acceptable, with grand weighted means of 3.50 and 3.60, respectively; (3) no significant difference was found between the evaluations of the two groups; (4) respondents praised the packets' adequacy, organization, relevance, and interactivity, offering suggestions to incorporate more visuals, expand topics and activities, add video demonstrations, and involve industry professionals. In conclusion, the developed e-learning packets were well-received and deemed effective, with recommended enhancements aimed at further enriching the learning experience and bridging theoretical knowledge with practical application.

A Sequential Explanatory: The Academic Risk-taking among Tenth Graders in Public Senior High School

ABSTRACT This sequential explanatory research aims to determine the academic risk-taking of tenth graders. The result of the study was the basis of the proposed intervention plan to improve their confidence, support, and motivation to take risks in their academics. A mixed-method sequential explanatory design was used, involving 103 tenth graders in one of the public schools in Cluster I Schools Division of Pampanga. The study revealed that fear of failure, lack of support and motivation, discouragement, judgment, and low self-esteem are why they are not taking risks in their academics. Moreover, the study discovered that this is why the participants struggle with their academic curriculum and have less interest in academics. It affects the participant's behaviour and the school's performance. Even though it is difficult to feel supported because of the environment that they have and how their relationships with the people around them actually work, the findings eventually shed light on the factors that contribute to the student's level of academic risk-taking. They need the support and motivation of their families and friends, encouragement to have high self-esteem and to be motivated to take risks without worrying about failure, and the willingness to take risks despite the difficulties that they may encounter so that they will achieve their goals of having good grades and boost their confidence to try new things beyond their capabilities. Therefore, the researchers made an intervention plan to address and improve the student's academic risk-taking behavior. Recommendations included providing better equipment, comprehensive trainings on crisis communication, news writing and cybersecurity, fostering organizational collaboration, and recruiting specialists. Finally, a Course Instructional Guide for Public Affairs Officers was developed and proposed for adoption and implementation to hone their effectiveness in promoting the PCG’s mission and functions.

Physics Teachers’ Level of Knowledge and Integration of the Deped Core Values

This descriptive-qualitative research determined the level of knowledge and integration of the DepEd Core Values of Physics teachers and the challenges which the teachers encounter during the integration of the DepEd Core Values in teaching Physics, as well as the DepEd Core Values reflected in the self-learning modules. The sixty-five (65) JHS Physics teachers from the Schools Division of Ilocos Norte, who were chosen via total enumeration, were the participants of the study. The main tools used in gathering data were the adapted survey questionnaire, a researcher-made tally sheet, and an interview guide. The data gathered were statistically analysed using mean, frequency, and rank. Results show that the teachers are highly knowledgeable in the application of the DepEd Core Values in teaching Physics. Meanwhile, results also show that the teachers are advanced in integrating the DepEd Core Values in teaching Physics. However, there is a limited frequency of 15 DepEd Core Values reflected in the SLMs of JHS Physics, which affect the teachers’ integration of the DepEd Core Values in their lesson. Moreover, the teachers face challenges in the integration of the DepEd Core Values it is because teaching Physics as the subject focuses on content and skills development. Values integration is difficult to implement and time consuming, and there is limited integration of the DepEd Core Values in the prescribed SLMs.

Post-Pandemic Assessment of Fundamental Reading, Writing and Arithmetic Skills of Grade 5 Learners

This study investigated the proficiency in fundamental reading, writing and arithmetic skills of grade 5 learners in Davao Region, Philippines during a post-pandemic assessment conducted in April 2024. A quantitative descriptive design was used, utilizing data from 195 grade 5 learners randomly selected by DepEd – Bureau of Education Assessment (DepEd - BEA) from six school divisions. Validated test questions aligned with the K to 12 curriculum and Southeast Asia-Primary Learning Metrics (SEA-PLM) Band of specification were utilized for reading, writing, and arithmetic assessments. Point-by-serial analysis confirmed acceptable internal consistency for reading (0.32) and arithmetic (0.30) skills tests. Results revealed low proficiency in both reading (mean score = 18.13%, overall proficiency = 37.15%) and arithmetic (mean score = 5.45%, overall proficiency = 34.50%). Writing analysis showed 65% of students scoring in Band 2, which revealed limited writing skills with fragmented ideas and vocabulary. Run-on sentences and dangling modifiers suggest a lack of focus on coherence and correctness. While the pandemic introduced unprecedented challenges, the study revealed that it does not solely account for the decrease in the academic performance of grade 5 learners. These findings highlighted the need to strengthen intervention programs in reading, writing, and arithmetic across all key stages of the K to 12 curriculums. Implementing a wider variety of assessment formats beyond multiple-choice questions may also be beneficial. This study contributes to the growing body of research on the pandemic's effect on educational attainment and underscores the importance of evidence-based interventions to support student recovery.

Seasoned Teachers' Views on Classroom Observations as a Catalyst for Professional Growth

This qualitative study investigated seasoned teachers' views and experiences of classroom observations in Santa District, Schools Division of Ilocos Sur. Employing a phenomenological research design, the study aimed to understand how these teachers viewed and experienced classroom observations as part of their professional practice. Five key informants with 15 to 33 years of teaching experience participated through purposive sampling. Data wer gathered through in-depth interviews and classroom observations, focusing on teachers' emotions, views, and responses. Cool and warm analysis was employed to identify recurring themes, providing insights into the complexities of classroom observation practices among seasoned teachers. The study identified five significant themes: professional development and improvement opportunities, a shift from evaluation to growth mentality, reflection and emotional responses with coping mechanisms, long-term impact on student performance, and advocacy for authentic assessment. The findings revealed that instructors saw observations as critical to their professional development, moving from early anxiety to embracing them as chances for reflection and improvement. They established effective coping mechanisms to deal with observation-related stress and used feedback to improve their instructional approaches, which boosted student engagement and academic outcomes. The study emphasized the transformative change from perceiving classroom observations as evaluations to viewing them as learning opportunities. It also advocated for real assessment procedures that were consistent with instructional strategies. However, limitations such as sample specificity and inherent biases warrant caution when generalizing the findings. Future research should look at these patterns in different educational situations to have a better understanding of classroom observation methods.

Digital Leadership and School Management Capabilities of School Administrators and Teachers Digital Teaching Performance: Basis for Professional Development Program

This study aimed to evaluate the significance of school administrators' digital leadership and school management on teachers' digital teaching performance within the context of digital learning and innovation programs. The research delves into the demographic profiles, digital leadership qualities, digital work capabilities, and digital performance of administrators and teachers in the Schools Division Office of Caloocan. A quantitative Descriptive-Correlational research design was employed, utilizing purposive sampling to gather data from 452 respondents: 72 school administrators and 380 teachers. The respondents completed a Likert Scale-based survey to assess various aspects related to digital leadership, digital work capabilities, and digital performance. There were challenges noted in the following areas: budget constraints (3.43) and lack of organizational change management (2.67) were identified as primary barriers to embracing digital leadership and teaching. The study underscored the importance of digital leadership and management in enhancing teachers' digital teaching performance. While administrators excel in certain aspects of digital leadership, there are evident areas for improvement. Demographic factors like age, sex, and teaching experience significantly influence perceptions of digital leadership and work capabilities. A proposed digital learning program, "IT LEAD for School Administrators," aims to address these gaps and promote innovative digital leadership skills among school administrators.

Online Instruction in Science Pursued in a Selected National High Schools in Sablayan North Schools Division of Occidental Mindoro: Basis for a Proposed Model

The challenge of evolving meaningful classroom instruction in the tertiary level is faced with lots of constraints. A few of these are the inadequacy of textbooks and instructional materials and ineptness in the part of the teachers on the teaching methodologies/ approaches to use that impact knowledge and skills to the students; and importantly, appropriating technology and instituting initiatives to impact quality education. The concerns, so far, have not been fully addressed, hence, the researcher in his desire to enhance technology instruction has designed and developed a Proposed Online Interactive Work Plan Model, a syllabus-based and experienced and empirical-based Model instruction. It is in this context that this study is conducted since he believes, his proposed instructional tool will serve as a useful material for both teachers of science-technology and students of information communication technology subjects using online interactive approach. This study is descriptive in nature where 6 schools administrators and expert in the persons of school principals and science supervisor, and science coordinators; and 14 teachers of science; and 172 students, representing the three (3) material high school of Sablayan North of the Schools Division of Occidental Mindoro as respondents of the study.