Selected Public Schools Research Articles

Reading Instructional Leadership and Pedagogical Digitized Reading Practices in Selected Public Schools in Parañaque City

This research aims to correlate the assessment of the reading instructional leadership of the school administrators and extent of implementation of teachers on digitized reading Division of Parañaque, City. Drawing on survey data collected from a diverse sample of educators, the study assesses reading instructional leadership practices, implementation of digitized reading instruction, and the influence of demographic factors on educators' perceptions and practices. The findings reveal consistently high scores in reading instructional leadership, indicating a strong alignment between administrators' practices and the promotion of a shared vision for reading instruction. Additionally, teachers demonstrate a high level of implementation of digitized reading instruction, leveraging digital resources to enhance content delivery, teaching strategies, and assessment practices. While demographic factors such as age, civil status, length of service, and educational attainment do not significantly influence the implementation of digitized reading instruction, age emerges as a significant factor affecting assessment and overall implementation. The study underscores the importance of tailored support programs for educators, leadership development initiatives for administrators, and fostering a data-driven culture to inform instructional practices. Recommendations include promoting diversity and inclusivity, providing professional development opportunities, supporting effective leadership practices, fostering data-driven decision-making, and encouraging the integration of digital tools into reading instruction. By implementing these recommendations, educational stakeholders can create a supportive environment conducive to enhancing literacy outcomes and promoting student success.

Elementary Teachers’ Technological Skills as Predictors of Learner’s Motivation in Selected Public Schools in Paranaque City

The trend after Technology skill is a novel idea in school skill that entails school leaders, teachers, and administrators developing and maintaining support for the efficient use of information and communication technology (ICT) in teaching and learning. Working with teachers and assisting them to improve educational processes is an essential notion in educational management. It also entails harnessing teachers' abilities and potentials and adapting them to achieve educational goals, resulting in enhanced teaching and learning. Skill is thus of major significance to learning and, as such, is required for better levels of school accomplishment. But the big argument is, Are the technological skills of teachers reflective of the learner’s motivation to learn? Does it radiate to their interest to learn? Hence, this study. In the digital age, rapid advancement in technology influence education inherently. This study will determine the technology skills of teachers and whether it can predict the learner’s motivation from the selected elementary schools in Paranaque City. To achieve this, the research will use quantitative research technique by adopting the descriptive-comparative-correlational method to describe the variables of the status of technological skills in the institution and the learning motivation of the pupils when taught and managed using this form of skill. Meanwhile, the correlation part will be employed by determining the relationship between technological skills of their teachers and learning motivation.

Implementation of School-Based Management of School Administrators and Teachers-Directed Instructional Practices in Selected Public Schools in Rizal

This study investigates the level of implementation of School-Based Management (SBM) practices among school administrators and evaluates the instructional practices of teachers. The research was conducted using a mixed-methods approach, combining quantitative data from surveys and qualitative insights from interviews. The respondents included school administrators and teachers from various educational institutions. The study's findings reveal that the implementation of SBM practices is highly effective, with curriculum and instructional management, human resource management, financial planning and budgeting, facilities management, and community engagement all being rated as highly implemented. The overall mean score for SBM implementation was 3.688, indicating a strong adherence to SBM principles across the board. The highest-rated individual practices included the provision of professional development opportunities, efficient financial resource allocation, and the establishment of clear safety protocols. In assessing instructional practices, teachers reported a high level of practice in areas such as dissemination of content, procedural instruction, practice and repetition, teacher monitoring and assistance, and focus on procedural fluency. The overall mean score for instructional practices was 3.608, highlighting a generally effective teaching environment. However, performance orientation was identified as an area needing improvement, with a mean score of 3.380. The study also explored differences in SBM implementation and instructional practices based on demographic variables such as sex, age, years in service, and highest educational attainment. The results indicated no significant differences in SBM implementation across these variables, suggesting consistent application of SBM practices. However, there were notable differences in instructional practices based on years in service and highest educational attainment, with less experienced teachers and those with bachelor's degrees placing greater emphasis on procedural fluency. The study concludes with a comprehensive SBM Educational Model designed to enhance school management and instructional practices. The model integrates the highest-ranked indicators from the study, emphasizing continuous improvement, professional development, community engagement, and effective resource management. This model provides a structured framework for schools to implement SBM practices more effectively, ultimately leading to improved educational outcomes for students.

Teenage Pregnancy and Education: An Analysis of Dropout Rates in Selected Public Schools in Kabwe District, Zambia

This study used a mixed-methods case descriptive design to investigate the impact of teenage pregnancy on dropout rates in public schools in Kabwe District, Zambia. The study aimed to determine the prevalence of teenage pregnancy and its effects on dropout patterns, identify socioeconomic and cultural factors contributing to educational attrition among pregnant teenagers, assess long-term consequences of teenage pregnancy on educational trajectories, and propose evidence-based recommendations. Data collection methods included interviews, questionnaires, and document analysis. Key findings were that guidance teachers and parents can significantly reduce teenage pregnancy, but more joint efforts are needed. Detrimental impacts on schooling included dropout, delayed completion, lack of concentration, and psychological consequences. It is crucial for all stakeholders to work collaboratively in supporting young women's education and empowerment. The study provides insights into these complex issues in Zambia and recommends comprehensive multi-sectoral approaches to address teenage pregnancy and promote sustainable education.

Examining the Relationship Between Demographic Profile, Level of Preparedness, and Competencies among Senior High School TVL First Batch Graduates of Selected Public Schools of the Division of Puerto Princesa

This study described the demographic profile, level of preparedness, level of competencies and the problems encountered by the first-batch graduates of the Technical Vocational-Livelihood Track students during SY 2016-2017 from the selected public senior high schools in Puerto Princesa City. Frequency, percentage, weighted mean, analysis of variance, and Pearson-r correlation were employed to analyze the data collected. Analyzed data revealed that majority of the respondents are 24 years old, male, single, and SHS TVL Strand Electrical Installation and Maintenance graduates. Most respondents were graduates with a Bachelor of Science in Criminology and working in private sectors on a contractual basis, earning a monthly income of PHP 9,999.00 and below. Additionally, SHS TVL first batch graduates are always prepared in the majority of indicators of Tertiary education, Middle-level skills development except for Entrepreneurship, and Employment with “somewhat prepared” as the result. In line with the level of competence, the graduates are entirely competent in the majority of indicators of Learning and Innovation Skills, Communication Skills, and Information, Media and Technology Skills except for Life and Career Skills which is Fairly Competent. The SHSTVL first-batch graduates agree that the SHS Program was effectively implemented, has helped graduates acquire the competencies expected of them to learn. Results further revealed that there is no significant difference between the age, sex, civil status and SHS TVL strand and the level of preparedness of the SHS TVL first-batch graduates and between the age, sex, civil status and SHS TVL strand and the level of preparedness of the SHS TVL first-batch graduates. However, there is a significant difference between the level of preparedness of the SHS TVL first-batch graduates and their degree, work and monthly income, albeit no significant relationship between the level of preparedness and level of competencies of SHS TVL first-batch graduates and their age, sex, civil status, SHS TVL strand, degree, work, and monthly income. Among the identified solutions include strengthening of DepEd”s Work Immersion Program of Senior High School and establishing solid partnership with companies and agencies where the SHS graduates can be accommodated for employment.

Communication of Adolescents on Sexual and Reproductive Health Issues with their Parents in Selected Public Schools of Jhapa

Communication of Adolescents on Sexual and Reproductive Health Issues with their Parents in Selected Public Schools of Jhapa

Asian American Racialization in America’s Top-Ranked Public High Schools: Synchronizing Discourses of Model Minority and Perpetual Foreigner

ABSTRACT Asian Americans are racialized into a highly complex and somewhat paradoxical position in the U.S. racial matrix. Drawing on interviews with parents at highly selective public magnet schools, this critical discourse analysis explores the processes of Asian American racialization and examines the ways that parents invoke and mobilize the racializing discourses of model minority and perpetual foreigner when discussing the Asian American student presence at their children’s schools. I first show how the model minority myth functions as a discursive racial weapon used to harm other communities of color, and then I demonstrate how Asian American students and families are simultaneously racialized by both model minority and perpetual foreigner discourses as competitive threats, outsiders whose presence causes unease and discomfort, and foreigners with inferior practices. Examining these racializing discourses and the ways that they function in synchrony is critical to understanding the racialized position of Asian Americans.

Prevalence of Dandruff among the Pupils and Staff of some Selected Public Schools in Katsina State

Dandruff is characterized by patches of loosely attached flakes on the scalp, which are generally accompanied by irritation. malassezia species of the genus restricta and globossa, Staphylococcus species of the genus aureus, and Bacteria of the genus Propiobacterium are components of human skin microflora and etiological agents of dandruff. The purpose of this study was to investigate the prevalence of dandruff, Isolation and identification of the pathogens causing the dandruff infection among secondary school students in Katsina State. The study was a cross-sectional survey conducted with the permission of seven local government areas, namely: Katsina, Funtua, Mani, Kankia, Malunfashi, Dutsin-ma, and Daura. According to the prevalence studies of the selected LGAs, Kankia and Mani Local Governments had the highest prevalence rates of 14.81% and 14.65%, respectively, followed by Daura, Malunfashi, and Funtua with 14.49%, 14.33%, and 14.01%. Dutsinma and Katsina had the lowest prevalence rates, of 13.85% and 13.85%, respectively. Males (51%) were more affected than females (49%), out of the 420 people polled. The prevalence by age shows that the age group 11-20 years has the highest incidence of dandruff infection, with 58.83%, followed by the age groups 1-10 years, with 21.88%, and 21-30 years, with 8.27%. The socioeconomic position of the individuals studied was found to be a risk factor for the occurrence of this disease. The prevalence of dandruff was highest in villages, followed by towns, with 58% and 42%, respectively. To prevent the spread of this disease, the researchers recommend sterilizing barbing and weaving materials.

Uncovering Peer Effects in Social and Academic Skills

This paper studies the impact of adolescent peers who are central in their social network on the formation of social skills and academic performance of fellow students. I conduct a novel large-scale field experiment at selective public boarding schools in Peru with two treatments: (i) more socially central versus less socially central peers, and (ii) higher-achieving versus lower-achieving peers. Peer effects are more pronounced for social skills than academic performance, and both vary by gender. While socially central peers lead boys to better social skills, higher-achieving peers decrease girls' test scores. Gender differences in self-confidence can explain both findings. (JEL C93, I21, I26, J13, J16, O15, Z13)

Proficiency Level and Challenges in Economics of Grade 10 Students in Selected Public Schools in Central Philippines

Aims: This paper assessed the level of proficiency in Economics of Grade 10 students in selected public schools in the Philippines during the school year 2022 in the areas of basic concepts of Economics, microeconomics, macroeconomics, and sectors of the economy and its policies when taken as a whole and grouped according to sex and grades. It also identified the challenges encountered by students in learning Economics. Lastly, it determined the difference in their proficiency level in Economics when grouped into demographics.
 Place and Duration of Study: The study was conducted among Grade 10 junior high school students in Central Philippines during 2022.
 Study Design: The study utilized the quantitative design, particularly the descriptive-comparative approach.
 Methodology: The study was responded to by 304 stratified randomly sampled students using a validated and reliability-tested researcher-made test questionnaire and checklist. In assessing the study, it utilized the scale in ascending order: beginning, developing, approaching proficiency, proficiency, and advanced. In data analysis, mean, standard deviation, frequency count, percentage, rank, Mann-Whitney, and Kruskal Wallis were used.
 Results: Generally, the student's proficiency level in Economics (M=24.25; SD=6.43) was rated as approaching proficiency. The low areas with approaching proficiency ratings that need improvement are microeconomics (M=5.33; SD=2.02), macroeconomics (M=7.58; SD=2.84), and sectors of the economy and its policies (M=3.82; SD=1.71). Regarding the demographics, according to sex, the Economics proficiency of female (M=25.18; SD=6.11) and male (M=23.22; SD=6.64) students was approaching proficiency. Meanwhile, the student's proficiency level with a grade of 90-100 (M=27.02; SD=5.82) was proficient compared to other grades, 85-90 (M= 23.18; SD=6.64), 80-84 (M= 22.05; SD= 5.58), and 75-79 (M=22.17; SD= 3.66) which were approaching proficiency. On the one hand, the findings showed a significant difference in their proficiency level in Economics when grouped according to sex [U=9547.5, p=0.010] and grades in Economics [χ2(3) =31.377, p=0.000]. Lastly, grade 10 students encountered challenges in learning Economics regarding teacher, student, learner environment, resources, facilities, and subject factors.
 Conclusion: The findings imply a continuous improvement in instruction and the importance of programs and activities that encourage acquiring and developing proficiency in Economics. With the sustainable improvement in instruction intact, the student's proficiency in Economics is ensured.

Choice and consequence: Assessing mismatch at Chicago exam schools

The educational mismatch hypothesis asserts that students are hurt by affirmative action policies placing them in selective schools for which they wouldn’t otherwise qualify. We evaluate mismatch in Chicago’s selective public exam schools, which admit students using neighborhood-based diversity criteria as well as test scores. Regression discontinuity estimates for applicants favored by affirmative action indeed show no gains in reading and negative effects of exam school attendance on math scores and four-year college enrollment. But these results are similar for more- and less-selective schools and for applicants more and less likely to benefit from affirmative action, a pattern inconsistent with mismatch. We show that Chicago exam school effects are determined largely by the schools attended when not offered an exam school seat. In particular, apparent mismatch is explained by the fact that exam school admission diverts many applicants from high-performing Noble Network charter schools, where they would have done well. Consistent with these findings, exam schools reduce math scores for applicants applying from high-quality charter schools in another large urban district. Exam school applicants’ previous achievement, race, and other demographic characteristics that are sometimes said to mediate student-school matching play no role in this story.

Challenging Experiences of Senior High School Working Students in Selected Public Schools in Polangui North District

Challenging Experiences of Senior High School Working Students in Selected Public Schools in Polangui North District

Learning in the Midst of Uncertainties: Stakeholders’ Lived Experiences in Delivering Instruction to Junior High School Students during Emergency Remote Teaching (ERT) in Selected Public Schools in Cebu City

This study aims to explore the experiences of learners, parents, teachers and school leaders in delivering instruction to Junior High School students during Emergency Remote Teaching (ERT) in Cebu City South Districts for the School Year 2021-2022.The study utilized the phenomenological design to explore the experiences of learners, teachers, parents, and school leaders in delivering instruction to junior high school students during Emergency Remote Teaching in Cebu City South Districts for the school year 2021-2022. The emergent themes generated from the data gathered in this study include (1) partnership & linkages experiences, (2) resource management experiences, (3) instructional management experiences, (4) strategic engagement management experiences, and (5) human development management experiences.

The Effect of the Implementation of School-Based Management in Decision Makers and Stakeholders of Selected Public Schools in the Philippines

The Effect of the Implementation of School-Based Management in Decision Makers and Stakeholders of Selected Public Schools in the Philippines

Servant Leadership Characteristics of School Teachers and Its Effect on Student Success and Organizational Health in Selected Public Schools

This study utilized a survey to explore the relationships between servant leadership characteristics of school teachers, student success, and organizational health in selected public schools. This study hypothesized that the servant leadership of school teachers would positively affect student success and the organizational health of public schools. The Organizational Leadership Assessment was used (Laub, 1999) to collect data from fifteen public schools in Houston, Texas. Data were screened for normality, linearity, and homoscedasticity to ensure that the regression results were robust, and univariate and multivariate analyses were used to determine the nature of the relationship between organizational health and servant leadership. Descriptive analysis explained variance in dependent and independent variables. The values people subscale was statistically significant.

Students’ Perceptions of Excellence in Chilean High-Performing Public Schools

This paper aims to analyze how students attending six of the most prestigious, selective, and high-performing public schools in Chile perceive the concept of excellence and what factors influence their perceptions. A survey was administered to 1,828 students enrolled in 11thand 12thgrade. The results show that students share a multidimensional idea of excellence. Five dimensions are identified but, according to students’ perceptions, there were two constructs that stood out the most: “effort and self-improvement’” and ‘”social commitment and thoughtfulness.” We find that variables such as expectations about the future and perceptions about schools explain the dissimilar ideas of excellence shared by students. This research gives voice to students on a current topic of the educational agenda –the concept of excellence– and invites researchers to re-think this construct from perspectives other than academic achievements

The Mathematics Teaching Performance of Scholar Education Graduates in Selected Public Schools in the Philippines: An Explanatory Sequential Mixed Method Study

This explanatory sequential mixed method study aimed to determine the mathematics teaching performance of Bachelor of Secondary Education (BSEd) major in Mathematics scholar education graduates for the period 2010-2015 of a certain state university in Western Visayas region in the Philippines. Eight BSEd major in Mathematics scholar education graduates and their eight department heads were included in the study purposively. The researcher adopted the Results-Based Performance Management System (RPMS) tool of the Department of Education (DepEd) and utilized interview guide and observation guide as data gathering instruments. Moreover, the statistical tools used were mean and standard deviation to analyze and interpret quantitative data. On the other hand, thematic analysis was used to analyze qualitative data. The study revealed that the overall performance of the scholar education graduates was very satisfactory. Moreover, the scholar graduates manifested the following in their teaching performance: a) content knowledge and relevance through mastery of the content; b) instructional strategies by using game-based strategy; c) learning activities and instructional materials by using ICT-based instructional materials; d) lesson organization and presentation by using 4A’s Model and DepEd’s format in lesson planning; e) classroom management by imposing rules and practicing routines; and f) evaluation by using authentic assessment. This shows that the scholar graduates have discovered new teaching strategies, different ways of teaching mathematics, used innovative materials and assessed students in various means not just to make themselves productive and excellent in mathematics education but to achieve quality learning for the students. It’s only then that teaching becomes rewarding.

Assessment of Science, Technology, Engineering and Mathematics Strand of the K-12 Program among Selected Public Schools in Zone 2 Division of Zambales

The study determined the impact of the STEM Strand implementation of senior high schools in the Division of Zambales. The study was limited to fifty secondary public-school teachers in Zone II.The study revealed that majority teacher-respondents, are generally young with only a minimum number of trainings attended. STEM trends, there were more males than females and a larger are married. There were no significant differences in the success of the STEM schools in Palauig, Botolan and Iba in the following domains:college preparation;integrated and innovative technology use; STEM-rich informal experiences; connections with industry and the world of work; well-prepared STEM teachers and professionalized teaching staff and positive school community and culture of high expectations for all. Based on the summary of findings and the conclusions arrived at, the researcher has offered the following recommendations that professional learning in the form of learning action cells and lesson study should be provided to relatively novice STEM teachers in order to expose them to effective instructional strategies and impact their actual classroom practices as opposed to cascading in-service trainings. Greater involvement of these partners through planning, implementation, and review should be targeted instead of only involving them for immersion activities. A more intensive evaluation of the STEM implementation following the Context-Input-Process-Product approach should be conducted to strengthen and confirm the findings of the study. A more study that would monitor the whole system as opposed to the present investigation’s focus on teacher perception would lend greater credence to the results.

Sugar Sweetened Beverages (SSBs) Consumption Of High School Students In Two Selected Public Schools Of Manila City District V

Sugar Sweetened Beverages (SSBs) Consumption Of High School Students In Two Selected Public Schools Of Manila City District V

Voluntary school fees in segregated public schools: how selective public schools turbo-charge inequity and funding gaps

ABSTRACT Parent-generated revenue in public schools, in the form of fee-giving or fundraising, is fast developing as a robust source of financial revenue for public schools in OECD countries. In this paper we draw on a comprehensive empirical dataset of parent-generated financial revenue for public schools located in New South Wales, Australia. We draw on a census dataset of all public schools over a five-year period, examining how funding gaps are exacerbated by selective processes and school segregation. The analysis compares parent-generated financial revenue within two types of public schools, namely select-entry public schools and local comprehensive public schools. We find that select-entry public schools consistently generate more than three-times more income across different measures, and over a five-year period. Furthermore, the amount of revenue for select-entry schools annually grows, and the gap increases, suggesting that as market logics intensify, cyclical disadvantage and residualisation of comprehensive public schools increase.