Ascendens Asia Journal of Multidisciplinary Research Abstracts (AAJMRA)

This dissertation undertakes a critical exploration of how elementary-level teaching and learning in the San Isidro District II of Northern Samar, Philippines, can be recalibrated to meet globally competitive standards, with a particular emphasis on the benchmarks set by Singapore’s world-renowned educational system. The study was born out of a deep concern for the persistent disparity between local and international educational performance, especially in English and Mathematics, two foundational disciplines central to lifelong learning and global competitiveness. Education, as a primary vehicle for intellectual empowerment and national development, must continuously evolve to respond to global shifts in pedagogy, learner profiles, and policy frameworks. In the Philippine context, especially in geographically isolated and disadvantaged areas, this evolution has often been hindered by structural limitations, resource scarcity, and outdated instructional practices. This study recognizes that for the country to remain aligned with the goals of the K to 12 curriculum and the Sustainable Development Goals (SDGs) set by UNESCO, there must be a deliberate effort to benchmark local practices against internationally recognized models of excellence. Singapore was selected as a referent standard for this study due to its consistent high performance in international assessments such as PISA, TIMSS, and PIRLS, as well as its curriculum's holistic approach toward future-ready skills. The study reviewed Singapore’s key education strategies including: mastery learning, bilingual proficiency, evidence-based interventions, curriculum innovation, and structured teacher professional development. The goal was not to import these strategies wholesale, but to contextualize and adapt them into the realities of rural Philippine schools. The research utilized a descriptive-comparative method, employing both qualitative and quantitative approaches to gather data from teachers, school heads, and instructional leaders across the San Isidro District. Surveys, interviews, classroom observations, and documentary analyses were conducted to determine current practices, resource availability, pedagogical approaches, and learner outcomes. The findings were revealing and, in some respects, alarming. Most schools were shown to be using traditional, teacher-centered methodologies. Learning resources were scarce, and professional development opportunities for teachers were irregular and insufficiently aligned with 21st-century skills development. Technological integration in classrooms remained limited, with ICT tools either outdated or underutilized. Assessment practices were mainly summative, providing little opportunity for formative feedback that could guide personalized learning or differentiated instruction. By contrast, the Singapore model placed a premium on mastery-based and inquiry-driven learning, use of data to inform instruction, and a robust culture of ongoing professional learning communities (PLCs) among teachers. One of the most notable elements in Singapore’s success was its commitment to teacher training and mentoring, built into a structured career progression framework supported by the Ministry of Education. Against this backdrop, the dissertation proposes a contextualized recovery framework titled TEACH+ (Teaching Excellence and Academic Coaching for Holistic Learning Plus). This model integrates key elements from Singapore’s strategy with grounded insights from the local setting. TEACH+ includes six core components: Curriculum Alignment and Simplification – Ensuring that core competencies are not just taught but mastered, focusing especially on English and Mathematics. Instructional Leadership Capacity Building – Empowering school heads and master teachers to drive pedagogical reforms. Professional Development Anchored in Reflective Practice – Building PLCs and mentoring systems to support continuous improvement. Technology Integration for Equity – Promoting blended learning and digital content development using open educational resources (OERs). Assessment for Learning – Moving beyond quarterly exams to include formative, diagnostic, and performance-based assessments. Community-School Partnerships – Encouraging local government units (LGUs) and civil society organizations to support educational reforms. The TEACH+ model was pilot-tested in select schools over a one-semester period, with significant gains observed in learner engagement, teacher confidence, and improved formative assessment practices. Pre- and post-intervention test scores in English and Mathematics showed modest but statistically significant improvement. More importantly, qualitative feedback from stakeholders reflected a positive shift in the culture of teaching and learning. The study concludes that while resource limitations persist, pedagogical transformation is possible with political will, visionary leadership, and strategic adaptation of global models. It emphasizes that Filipino learners are capable of excelling in global platforms if supported with the right tools, training, and mindsets. Policy recommendations emerging from this research include: Institutionalizing the TEACH+ model as a district-level recovery initiative; Allocating budget lines for teacher mentoring and curriculum materials aligned with global benchmarks; Partnering with higher education institutions to support localized research and capacity-building; Advocating for national policy reforms that allow schools greater autonomy in curriculum and assessment design while maintaining accountability through standardized metrics. The researcher also advocates for the role of teacher-agency in reform, suggesting that empowering educators through ownership of pedagogical innovation is more sustainable than externally imposed interventions. In summary, this dissertation offers a roadmap for transforming basic education in underserved regions into hubs of excellence and equity. It underscores that global competitiveness is not about mimicking international models, but about internalizing excellence, nurturing local talents, and creating a resilient learning system that equips all children with the skills, values, and knowledge to thrive in a globalized society.

The 21st-century classroom is no longer bound by chalkboards and textbooks. Digital natives—today’s learners—demand interactive, engaging, and technologically driven experiences. Recognizing this pedagogical shift, Zurich C. Peruda’s dissertation, Educational Video Games to Bloom’s Taxonomy Action Verbs Learning Outcomes of Pupils, explores how educational video games (EVGs) can influence and enhance student achievement, particularly with respect to Bloom’s Taxonomy-based learning outcomes. The study is a timely response to the educational imperative of integrating technology in instruction to foster deeper learning, active engagement, and critical thinking among pupils. This research is grounded in the core assumption that gamification, when aligned with instructional goals, can provide immersive learning experiences that promote mastery of cognitive skills. More specifically, the study investigates how different types of EVGs support pupil performance across Bloom’s six levels of cognitive learning objectives: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. The guiding question is: To what extent can educational video games improve pupils’ academic performance when lessons are delivered using game-based strategies targeting specific action verbs from Bloom’s Taxonomy? The theoretical underpinnings of the study include the Cognitive Load Theory, Constructivist Learning Theory, and Game-Based Learning Frameworks. These frameworks support the hypothesis that EVGs, if well-structured and integrated into the learning environment, stimulate motivation, reinforce memory, and improve problem-solving skills. Conducted in a public elementary school setting in Northern Samar, the study employed a quasi-experimental research design. It involved two groups of pupils: an experimental group exposed to educational video games tailored to the curriculum and a control group taught using traditional methods. The sample size consisted of 80 Grade 5 pupils, evenly split between the two groups. Pre-tests and post-tests were administered, focused on learning outcomes anchored to Bloom’s Taxonomy action verbs. These tests were content-validated by subject experts and piloted prior to full deployment to ensure reliability. The research instrument assessed the pupils’ competency in performing cognitive tasks such as defining, explaining, applying, differentiating, critiquing, and designing. Data analysis employed paired t-tests and ANCOVA, comparing the mean performance scores of the two groups before and after the intervention. Results of the study indicated that students in the experimental group significantly outperformed those in the control group across all levels of Bloom’s cognitive domain. Particularly notable was the improvement in the higher-order thinking skills: Analyzing, Evaluating, and Creating. These cognitive levels, often difficult to achieve through rote learning, showed substantial gains when students were allowed to interact with simulation games, problem-solving quests, and creative design modules. Students using EVGs demonstrated: Higher motivation and interest levels, Increased retention of content, Improved ability to transfer knowledge to real-world tasks, Greater engagement during formative assessments. The findings support the hypothesis that educational video games, when properly aligned with instructional objectives and Bloom’s action verbs, enhance both surface and deep learning. The researcher also observed improved collaboration and communication skills as students engaged in group-based gaming tasks and peer-supported challenges. Beyond the cognitive improvements, the study unearthed insights into student attitudes toward learning. Pupils in the experimental group reported that learning became "fun," "challenging," and "exciting." This shift in perception led to lower absenteeism during the intervention period and increased voluntary participation in after-class game-based assignments. From the teachers’ perspective, EVGs helped facilitate differentiated instruction. Struggling learners benefited from scaffolds and feedback loops within games, while advanced students were able to explore more complex layers of content without being held back by the class average. However, the study also surfaced barriers to implementation, such as: Limited access to high-speed internet or digital devices, Need for teacher training on instructional game integration, Difficulty in aligning some commercial video games with local curriculum standards. To address these challenges and institutionalize the gains of the intervention, the researcher developed an Instructional Integration Model for EVGs, which includes the following components: Curriculum Alignment Matrix – Mapping Bloom’s action verbs with lesson objectives and corresponding game tasks. EVG Selection Criteria – Guidelines for choosing or developing educational games that suit the needs of Filipino learners. Gamified Lesson Plan Template – A modular approach for integrating games into lesson planning. Monitoring and Evaluation Toolkits – Rubrics and feedback forms to track learning progression and game effectiveness. Teacher Training Modules – Focused on game-based pedagogy, assessment design, and classroom management in digital learning environments. The researcher recommends that DepEd and other education stakeholders recognize EVGs as formal instructional tools rather than supplemental or extracurricular materials. Policy suggestions include integrating game-based learning into the K-12 curriculum guide, allocating MOOE for EVG acquisition or development, and fostering partnerships with EdTech developers. For school leaders and ICT coordinators, the study encourages the establishment of Learning Game Hubs—dedicated spaces in schools equipped with curated educational games, devices, and support staff to assist both learners and teachers in maximizing the pedagogical benefits of game-based learning. The dissertation also urges pre-service teacher education institutions to incorporate game-based learning methodologies in their curriculum, ensuring future educators are equipped to manage classrooms that thrive in digital ecosystems. Ultimately, the study by Zurich C. Peruda emphasizes that educational video games are not a gimmick but a viable and impactful pedagogical strategy. By contextualizing EVG use within Bloom’s Taxonomy, the research provides a structured, evidence-based approach to integrating technology in basic education, especially for cognitive development. In closing, the study affirms that when learning is designed to be meaningful, interactive, and enjoyable, pupils rise to the challenge—not just remembering facts but transforming them into ideas, innovations, and lifelong skills.

In the rapidly transforming landscape of global business, higher education institutions are under increasing pressure to produce graduates equipped with competencies for international competitiveness. The evolving nature of globalization, technological advancement, digital commerce, and the integration of global value chains (GVCs) have reshaped industries and redefined business education requirements. Philippine higher education institutions (HEIs), in response to these trends, are reexamining and redesigning their business programs to be globally responsive and competitive. This study explores how local HEIs can strategically align their curricular offerings, teaching methodologies, and institutional frameworks to meet the demands of the global business environment. This research utilized a systematic literature review method following the PRISMA guidelines. The study reviewed academic publications over a 28-year period related to international business and innovation, filtered through the Web of Science database. An initial 847 articles were identified, with 236 meeting the inclusion criteria after screening. The thematic analysis was supported by content analysis of current global business trends, including e-commerce developments, international market integration, political-economic drivers, and sustainable business strategies. Key concepts such as global value chains (GVCs), innovation in emerging economies, and cross-border knowledge flows served as foundational frameworks for the analysis. The study found four major thematic pillars emerging from the review: (1) innovative activities of multinational corporations, (2) the integration of global value chains in business operations and education, (3) innovation challenges in emerging economies, and (4) cross-border knowledge sharing in business development. Analysis revealed that while global frameworks and concepts are increasingly cited in academic publications, local HEI business programs have not consistently adopted these themes in program development. The study also observed an underutilization of interdisciplinary approaches and experiential learning, which are key to successful international business education. The modular framework proposed in this study offers a roadmap to address these deficiencies, integrating macroeconomic, political, and digital strategy dimensions into a coherent curriculum design. The study highlights the urgency for Philippine HEIs to evolve from traditional, locally-centered business education models toward globally integrated learning structures. The proposed curriculum model emphasizes a balance between theoretical knowledge and practical skills across international market research, economic policy awareness, digital platforms, and cultural intelligence. Furthermore, the inclusion of modules focused on sustainability, ethics, and global trade compliance reflect the responsibilities of future global business leaders. The study underscores that fostering international academic-industry collaborations, enhancing faculty global exposure, and investing in technology infrastructure are critical enablers for the transformation. The research also encourages the development of institutional policies that support student mobility, foreign language acquisition, and immersion in cross-border business environments.

In the contemporary education landscape, where values formation and civic responsibility are critical goals, the emphasis on clean, safe, and well-maintained school environments has become a growing concern. The study conducted by Susan C. Adona titled Conflicts Resolutions for School Towards a Clean Environment is a pioneering investigation into how internal conflicts within the school setting directly and indirectly affect school sanitation, cleanliness, and environmental orderliness. The research is framed within the broader educational governance agenda of creating conducive learning environments that reflect discipline, collaboration, and shared accountability. The study is anchored on the foundational assumption that conflict, while often perceived as destructive, can be channeled into a force for positive organizational change—if managed correctly. Schools, as microcosms of society, are not immune to interpersonal, institutional, or resource-based conflicts. In fact, conflicts between school staff, administrators, students, and even external stakeholders such as parents and barangay officials often stem from ambiguous responsibilities in maintaining cleanliness or divergent expectations regarding environmental standards. The study employed a mixed-methods research design, utilizing both quantitative and qualitative approaches to obtain a multidimensional understanding of school-based conflicts and cleanliness practices. The primary data-gathering instruments included structured surveys, focused group discussions, and in-depth interviews with school principals, janitorial staff, student leaders, and parent-teacher association representatives. Additionally, observational checklists were used to objectively assess sanitation conditions within schools across multiple sites. The research surfaced a variety of critical insights. Among the most prominent findings was that the absence of a clearly defined sanitation management structure often led to disputes among teachers and janitorial personnel over responsibilities. Many schools lacked specific assignments for daily cleaning, waste disposal, and monitoring, leading to resentment and finger-pointing when conditions deteriorated. Secondly, lack of student engagement in cleanliness initiatives emerged as a compounding issue. Despite efforts such as classroom clean-up rosters and eco-clubs, student participation remained low due to either poor motivation or ineffective implementation of school programs. The study also revealed that conflict most often emerged when expectations and resources were mismatched—for instance, assigning cleaning duties to teachers or students without proper tools, training, or time allocation. Moreover, cultural attitudes about whose responsibility it is to maintain cleanliness varied significantly across schools, with some perceiving it as solely the duty of custodians, while others believed it should be shared. Interestingly, schools that maintained better sanitation records were those where school heads practiced inclusive leadership, regularly consulted with stakeholders, and framed environmental cleanliness as a shared community value. These leaders facilitated consensus-building, conducted regular school improvement planning meetings, and incentivized student involvement through public recognition and awards. Susan C. Adona’s dissertation reframes school sanitation not merely as a logistical or maintenance issue, but as a deeply human, relational, and cultural endeavor. Conflict, when left unresolved, creates friction that pollutes not only the physical space of a school but its organizational climate. However, when addressed constructively, conflict can generate empathy, innovation, and stronger partnerships. This research serves as a blueprint for school administrators seeking to turn internal challenges into transformative opportunities. It demonstrates that a clean school is not only a hygienic space—it is a testament to leadership, teamwork, and community spirit. Ultimately, this study asserts that conflict, when paired with vision and collaboration, becomes not a problem to avoid—but a catalyst for sustainable educational environments. As Proverbs 27:17 says, “As iron sharpens iron, so one person sharpens another.” In the same way, schools sharpen their sense of unity and purpose when they work through differences to achieve a common good—starting with a clean environment.

The evolving role of universities as multiversities has heightened the importance of strategic external engagement across academic, industrial, governmental, and societal sectors. In this context, the University External Affairs Office (EAO) serves as a pivotal mechanism for managing partnerships and aligning external relations with institutional goals. Despite its significance, empirical research on the strategic adaptation of EAOs within multiversity environments remains limited. This study examines the role of the External Affairs Office of Philippine Christian University (PCU) in facilitating the institution’s transition toward a multiversity model. Using a mixed-methods research design, quantitative data were collected through structured surveys and complemented by qualitative interviews with faculty members, administrators, external partners, and student affairs representatives. Descriptive and inferential statistical analyses, including t-tests, ANOVA, and regression analysis, were employed alongside thematic analysis. Findings indicate that the EAO demonstrates strong performance in digital transformation, stakeholder networking, and social engagement initiatives, while moderate effectiveness was observed in research innovation, international mobility, and global research collaboration. Key challenges identified include financial constraints, faculty readiness for global engagement, regulatory complexities, and technological limitations. Drawing from the findings, the study proposes the Sustainable External Affairs Model (SEAM), a four-pillar framework encompassing strategic partnerships, digital and technological innovation, financial sustainability, and institutional identity formation. The study contributes to higher education management literature by offering an empirically grounded and policy-relevant framework to guide universities in strengthening external affairs functions and advancing toward a globally competitive multiversity environment.

​In an era characterized by rapid digital transformation and global connectivity, Philippine Christian University (PCU) endeavors to position itself as a digital, borderless, multiversity institution. This thesis dissertation explores the establishment of a comprehensive data and analytics framework aimed at enhancing PCU's operational efficiency, academic excellence, and global competitiveness. The study begins by examining the landscape of higher education, emphasizing the transformative impact of data-driven decision-making and the imperative for institutions to adapt to technological advancements. Central to this transformation is the integration of a robust data governance structure that navigates the complexities of Philippine data privacy laws (Republic Act No. 10173) and international regulations, ensuring compliance while leveraging data for innovation. Organizational structures and governance frameworks suitable for PCU are analyzed to facilitate effective data management across its diverse campuses and international extension programs. The research identifies underutilized data sources within PCU and proposes strategies for harnessing this data through advanced analytics, predictive modeling, and decision support systems to optimize resource allocation, enhance student outcomes, and support strategic planning initiatives. Implementation strategies for advanced analytics tools and techniques, such as machine learning and predictive modeling, are explored to empower PCU in making informed decisions that drive institutional growth and excellence. The impact of the proposed data and analytics framework on PCU's transformation into a digital, borderless, multiversity institution is assessed, focusing on its implications for educational innovation, global outreach, and competitiveness in the higher education landscape. By addressing these facets, this dissertation aims to provide practical insights and recommendations for PCU and similar institutions seeking to establish and operationalize a data and analytics framework that fosters resilience, agility, and sustainable growth in an increasingly digital and interconnected world.

Instructional leadership is a cornerstone of effective educational governance, with far-reaching implications for student achievement, teacher performance, and overall school culture. The dissertation of Rowena S. Zulueta, titled School Heads’ Instructional Leadership Towards Development of Teaching-Learning Framework, is a comprehensive exploration of how school leaders can more effectively influence and shape the instructional core through structured leadership practices and strategic frameworks. In the evolving educational landscape of the Philippines, particularly in geographically challenged areas such as Northern Samar, the role of the school head is not only managerial but also pedagogical. Zulueta’s study acknowledges that many school heads continue to be absorbed in administrative tasks, often neglecting their vital instructional leadership role. In response, this study seeks to fill that leadership void by offering an empirically grounded and context-specific framework to enhance the quality of teaching and learning through proactive school leadership. Purpose and Objectives The study aims to assess the current instructional leadership practices of school heads and to develop a model teaching-learning framework that addresses identified gaps and promotes instructional quality. Specifically, it sought to: Determine the extent of school heads’ engagement in instructional leadership functions; Identify the instructional practices and challenges experienced by teachers; Establish the relationship between instructional leadership and teaching-learning outcomes; and Propose an instructional leadership framework tailored to local public school contexts. Conceptual and Theoretical Frameworks Zulueta’s study is grounded in the theories of Hallinger and Murphy (1985), who outlined the three dimensions of instructional leadership: defining the school’s mission, managing the instructional program, and promoting a positive school learning climate. The study also draws on instructional leadership models by Leithwood and Seashore-Louis (2012), and Fullan’s ideas on systemic educational change, all integrated to form a multi-dimensional view of how leadership interacts with instructional processes. Using a descriptive-correlational research design, the study surveyed a sample of public elementary and secondary school teachers and administrators across selected schools in Bobon District, Northern Samar. The data gathering tools included validated questionnaires and structured interviews focused on instructional leadership behaviors, teaching strategies, learner outcomes, and feedback mechanisms. The study also utilized quantitative data analysis (mean, standard deviation, Pearson correlation) and qualitative thematic interpretation to provide a well-rounded understanding of the instructional environment. The study’s findings reveal that instructional leadership in the participating schools is present but fragmented, with most school heads performing instructional functions sporadically or as reactive measures rather than through a sustained strategic vision. The strongest practices among school leaders included: Conducting classroom observations and feedback sessions; Monitoring lesson plan submissions; Leading school improvement planning with a teaching-learning focus. However, the study also identified critical areas for improvement: Limited support for professional development among teachers; Infrequent instructional supervision, particularly in remote areas; Lack of consistency in monitoring learning outcomes; Minimal collaborative planning sessions between teachers and school leadership. Teachers expressed the need for more structured mentorship, clarity in instructional goals, and consistent follow-through on teaching reforms. Despite these gaps, schools with strong instructional leadership reported improved learner performance, more engaging classroom environments, and better alignment between curriculum and pedagogy. Proposed Framework: Instructional Leadership Teaching-Learning Framework (ILT-LF) The study proposes the Instructional Leadership Teaching-Learning Framework (ILT-LF) as a strategic model to address these challenges. The framework consists of the following five interconnected pillars: Vision-Centered Instructional Leadership – Defining a clear, shared vision of quality instruction, anchored on DepEd standards and contextual school needs. Instructional Supervision and Feedback – Implementing consistent, formative observations and feedback loops that guide teachers toward reflective and research-based teaching practices. Collaborative Planning and Learning Culture – Establishing professional learning communities (PLCs) that encourage co-planning, peer coaching, and shared ownership of learning outcomes. Data-Driven Instruction – Utilizing assessment results, diagnostic tools, and classroom-level data to inform teaching adjustments and intervention strategies. Capacity Building and Recognition – Creating opportunities for sustained teacher training, leadership coaching, and recognition systems that incentivize instructional innovation. Implications for Practice and Policy The ILT-LF model is envisioned as a tool not only for school heads but also for division supervisors and DepEd regional offices to guide training, evaluation, and policy formulation. The study’s recommendations include: Integrating instructional leadership modules into principal induction and in-service programs; Embedding instructional leadership KPIs (key performance indicators) in the Results-Based Performance Management System (RPMS) for school leaders; Allocating school funds for teaching-learning innovations and leadership mentoring programs. This dissertation highlights the need to reposition school heads from administrative custodians to instructional leaders who shape the core teaching-learning experience in meaningful and measurable ways. The research emphasizes that instructional leadership is not an add-on to school management—it is the very heart of it. In schools where leadership is intentional, collaborative, and centered on learning, both teachers and students thrive. This study is a compelling call to school heads to embrace their instructional role and to DepEd to support their capacity to do so through structured programs and enabling policies. As Proverbs 4:13 reminds us, “Hold on to instruction, do not let it go; guard it well, for it is your life.” Indeed, when school heads hold on to instructional leadership with vision and purpose, they guard the life of the school—and the future of every learner within it.

In recent years, the global education community has placed a premium on creating not only academically enriching but emotionally supportive learning environments. Rosalinda A. Rojas’ dissertation, Engaging Pedagogy Towards a Joyful Learning Environment Classroom, is a timely exploration into how teacher practices can foster such spaces in the public elementary schools of Catarman VI District, Division of Northern Samar. This study situates itself at the intersection of pedagogy, psychological safety, and student engagement, making a compelling case for prioritizing emotional well-being as a central outcome of classroom instruction. The concept of a joyful learning environment refers to a school atmosphere in which students feel welcomed, encouraged, and empowered to express themselves. It emphasizes the cultivation of positive emotions—curiosity, enthusiasm, and satisfaction—as essential to the learning process. At the core of this vision is engaging pedagogy, a student-centered approach that leverages interactive strategies, relevance, and relationships to transform passive classrooms into dynamic spaces for discovery. Rojas’ dissertation responds to a pressing educational challenge in the Philippines: many rural and low-resource schools remain reliant on traditional, teacher-centric methods that emphasize rote memorization and rigid assessment structures. While effective in maintaining order, such approaches often suppress creativity and diminish student motivation. The Department of Education’s own thrust toward learner-centered instruction—evident in policies such as the K–12 curriculum and the National Competency-Based Teacher Standards (NCBTS)—calls for a paradigm shift that this study aims to support with grounded data and analysis. The primary objectives of this study were to: Assess the current pedagogical practices employed in the Catarman VI District elementary schools. Determine the extent to which these practices align with principles of engaging and joyful learning. Identify perceived barriers and opportunities among teachers in creating joyful learning environments. Propose a pedagogical enhancement framework to support joyful and meaningful classroom instruction. Using a descriptive-qualitative method, the researcher conducted classroom observations, administered surveys to teachers and learners, and conducted in-depth interviews with key informants including master teachers, school heads, and district supervisors. The study employed thematic coding, frequency analysis, and a pedagogical rubric adapted from international best practices to assess indicators of student engagement and emotional safety. The findings revealed that while teachers were deeply committed to student development, their practices did not always reflect the principles of engaging pedagogy. Lecture-based instruction, limited use of visual aids, minimal student interaction, and rigid discipline systems were still prevalent. Only 30% of classrooms observed employed varied instructional strategies such as group activities, real-life simulations, or play-based learning. On the other hand, there were positive signs: some schools had begun integrating storytelling, songs, and community engagement projects into daily instruction. These efforts, though sporadic, revealed the transformative potential of small shifts in teaching practice when aligned with student interests and developmental needs. Barriers identified included: Lack of training in innovative teaching strategies and differentiated instruction. Overcrowded classes and limited instructional materials, particularly in multi-grade classrooms. Absence of dedicated guidance counselors or wellness officers to support socio-emotional learning. Pressure from standardized assessments that prioritize test scores over holistic development. A particularly significant insight was the influence of teacher mindset and belief systems. Many educators equated joyful learning with being lenient or disorderly. There was a need to reframe joyful classrooms not as undisciplined spaces, but as environments that cultivate deep learning through emotional safety and engagement. To address these findings, the researcher proposed the Pedagogical Engagement and Joy Framework (PEJF)—a four-pillar model consisting of: Instructional Innovation – Integrating project-based learning, storytelling, games, and multi-sensory techniques. Emotional Climate Cultivation – Practices that build trust, empathy, and classroom belonging (e.g., morning circles, gratitude boards). Reflective Practice – Continuous teacher self-assessment and peer coaching to improve student engagement. Learning Environment Design – Physical arrangements that promote mobility, creativity, and learner choice. The PEJF emphasizes the role of teacher agency in leading transformation from within the classroom. Rather than imposing rigid pedagogical templates, the model encourages adaptive practices rooted in each school’s unique culture, student profile, and community context. A policy recommendation emerged from this research: DepEd should implement a district-wide “Joyful Learning Initiative” aligned with the PEJF. This could involve: Conducting baseline studies on student well-being and engagement. Allocating special funding for classroom transformation projects. Institutionalizing annual teacher training workshops focused on engaging pedagogy. Establishing “Model Joyful Classrooms” to showcase replicable practices. The implications of this research extend beyond instructional improvement. By creating classrooms that prioritize joy, safety, and relevance, schools can reduce dropout rates, improve academic outcomes, and promote mental health. Moreover, they prepare students not just to excel in tests, but to thrive in life—as curious, empathetic, and resilient individuals. In conclusion, the study is both a reflection of and a response to a changing educational paradigm. It champions a vision of education that is as humane as it is effective, recognizing that the heart of learning is joy. In the words of education reformer John Dewey, “Education is not preparation for life; education is life itself.” This dissertation breathes new life into that idea, asserting that when joy is at the center of the classroom, learning becomes not just a duty—but a delight.

This study examines the comprehensive drug-free policy in General Santos City using a mixed-methods approach, integrating qualitative and quantitative research. The study involved 139 respondents, including local government officials, healthcare providers, residents, stakeholders, and service providers, utilizing a four-point Likert scale and focus group discussions. Findings highlight strong engagement in drug prevention efforts, with effective implementation across individual, family, community, Barangay, and city levels. Awareness and education programs were the most effective, though accessibility to treatment and rehabilitation services requires improvement. Challenges such as inadequate funding, persistent stigma, inconsistent stakeholder involvement, and high relapse rates hinder progress. Recommendations emphasize a holistic policy integrating prevention, intervention, enforcement, and rehabilitation strategies. Strengthening collaboration, increasing logistical support, and expanding rehabilitation services are crucial for sustaining a drug-free community. Continued partnerships with businesses, government agencies, and NGOs, alongside enhanced awareness campaigns and community engagement, will further optimize drug prevention and rehabilitation efforts in General Santos City.

In a country striving for educational equity, the implementation of inclusive education policies is a crucial benchmark for measuring the success of national development agendas. In this light, Rodelito V. Aguilar’s dissertation, Revisit of Republic Act 11650 Towards Special Education (SPED) Center in the Division of Northern Samar, contributes meaningfully to both policy evaluation and capacity development in the Philippine educational landscape. This study takes a critical look at how Republic Act No. 11650, known as the Inclusive Education Act of 2022, has been translated into operational practices within public school districts—specifically, through the establishment and functionality of Special Education (SPED) Centers in Northern Samar. Republic Act No. 11650 was enacted to ensure that children and youth with disabilities are integrated into the mainstream educational system and provided with the appropriate support structures to thrive academically, socially, and emotionally. While the law mandates institutional mechanisms such as Inclusive Learning Resource Centers (ILRCs), teacher training, curriculum adaptation, and physical infrastructure upgrades, its implementation at the grassroots level remains underexamined, particularly in marginalized and rural communities. Aguilar’s study fills this gap by exploring the extent to which the legal mandates of RA 11650 have been actualized in one of the country’s least resourced divisions. The research was guided by three key objectives: To assess the compliance level of school districts with the major provisions of RA 11650; To identify challenges that hinder full implementation; To propose a responsive, context-based framework for improving SPED Center management and service delivery in Northern Samar. The study adopted a descriptive-quantitative research design, utilizing a self-developed survey instrument validated by field experts. The research involved 20 purposively selected participants—10 school administrators and 10 SPED teachers from the Division of Northern Samar—chosen for their roles in implementing inclusive education. Data collection was supported by ethical clearance and conducted via structured questionnaires encompassing 13 core areas defined in the Act. These areas included accessibility, teacher training, individualized education planning, family involvement, stakeholder collaboration, and multi-sectoral support systems. The study’s conceptual framework positioned the RA 11650 provisions as independent variables influencing the dependent variable—school district compliance. This was operationalized through multiple indicators measuring accessibility of support services, availability of trained personnel, implementation of Individualized Education Programs (IEPs), community engagement, and learner outcomes. The findings present a nuanced picture of partial implementation. Overall, the majority of the service areas mandated by the law were implemented only to a “small extent.” Among the ten evaluated ILRC support service areas—such as physical therapy, speech therapy, bridging services, and daily living skills instruction—most scored weighted means between 1.87 to 2.56, falling short of even “moderate” implementation. The Assessment Service Area was particularly underdeveloped, raising concerns about how students’ needs are initially evaluated. Key challenges emerged from the data: Lack of specialized facilities and infrastructure for learners with disabilities; Insufficient budget allocations and absence of fiscal autonomy at the school level; Limited teacher training in inclusive strategies and use of assistive technologies; Minimal community involvement and weak partnerships with local government units; Non-uniform policy interpretation across schools due to varying capacities of school heads. To address these gaps, the study proposed a Continual Improvement Plan (CIP) anchored on Republic Act 11650’s framework, but grounded in localized realities. The CIP includes: Capacity-Building Programs for School Leaders and Teachers – Focused on UDL (Universal Design for Learning), IEP development, and classroom differentiation strategies. Infrastructure Development Plan – In partnership with LGUs and DPWH to ensure physical accessibility and compliance with Batas Pambansa 344 (Accessibility Law). Stakeholder Engagement Framework – Involving parents, local governments, and NGOs through participatory planning and shared funding mechanisms. Monitoring and Evaluation Toolkits – Aligned with DepEd Orders and designed for ongoing internal audits of inclusive education efforts. Furthermore, the dissertation emphasized the need to contextualize inclusive education governance. In Northern Samar, many school leaders assume multiple administrative roles, often without adequate training or human resource support. The research recommends assigning dedicated inclusion officers in every school district to streamline efforts in ILRC development, ensure accurate compliance reporting, and bridge coordination with regional DepEd offices. The study also highlighted Transformational Leadership Theory as a guiding lens for empowering school leaders. Administrators, as agents of change, must not only interpret policy but internalize its values, actively foster collaboration, and inspire systemic reform from within their institutions. Importantly, this study offers policy-level recommendations. Among them: Increase the national government’s budget for ILRC conversion, particularly in geographically isolated and disadvantaged areas; Integrate ILRC standards into DepEd’s Basic Education Monitoring and Evaluation Framework; Institutionalize a mandatory RA 11650 compliance report at the division level, similar to School-Based Management (SBM) reports; Include inclusive education metrics in School Improvement Plans (SIPs) and performance-based bonus systems for administrators. The implications of this research go beyond education. By operationalizing inclusive education, local schools serve as models for participatory governance, social justice, and equitable access to public services. For students with disabilities, these changes could mean the difference between exclusion and empowerment, between systemic neglect and fulfilled potential. In conclusion, Revisit of Republic Act 11650 Towards SPED Centers in Northern Samar is more than a compliance audit—it is a call to action. It urges national and local education stakeholders to not only fulfill the letter of the law but to uphold its spirit. Through data-informed policymaking, professional empowerment, and cross-sectoral collaboration, inclusive education can truly become a transformative force—ensuring that no learner is left behind.

The maritime industry, a critical backbone of global trade, is increasingly confronted with complex and multidimensional threats driven by health crises, rapid digitalization, climate change, and geopolitical instability. This study examines the preparedness of Filipino maritime professionals in responding to these emerging challenges, recognizing their significant contribution to the global maritime workforce. Despite their established competence, gaps persist in aligning maritime education and training (MET) systems with evolving global demands, particularly in cybersecurity, digital transformation, and environmental sustainability. Using a qualitative-descriptive research design, the study employed thematic content analysis of international reports, government publications, policy briefs, and industry case studies. The analysis focused on key domains such as cyber-physical risks, automation, repatriation logistics, climate-related disruptions, and regulatory developments. Findings reveal that maritime professionals face heightened exposure to cybersecurity threats, digital skill gaps due to automation and artificial intelligence, vulnerabilities in crisis response systems highlighted by the COVID-19 pandemic, and increasing environmental and geopolitical risks affecting global shipping operations. The study identifies systemic barriers, including outdated training frameworks, fragmented policy responses, and limited integration of advanced technological competencies in MET programs. In response, it proposes an integrated framework emphasizing cyber-physical security training, modular upskilling in automation and AI, strengthened crisis management protocols, sustainability-focused education, and enhanced regulatory compliance mechanisms. The research underscores the need for a paradigm shift toward interdisciplinary, technology-driven, and globally aligned maritime education supported by strong public-private collaboration. Ultimately, this study contributes to the development of a resilient, future-ready maritime workforce by offering strategic directions for institutional reform, capacity building, and sustainable global competitiveness.

In the shifting landscape of educational reform and institutional performance, the role of school leaders has taken center stage. This dissertation examines the transformational leadership attributes of school heads within the Philippine educational system and proposes a locally contextualized framework to guide current and future administrators toward effective and sustainable educational transformation. Recognizing that traditional administrative roles are no longer sufficient to address 21st-century educational demands, this study underscores the need for visionary, people-centered, and innovation-driven leadership across schools in the country. Transformational leadership—defined by the ability to inspire, intellectually stimulate, and individually support followers—is widely accepted as a potent model in achieving institutional effectiveness and positive organizational change. However, existing literature reveals a limited understanding of how this leadership model can be translated effectively within the unique socio-cultural and economic contexts of Philippine schools. Furthermore, despite the growing emphasis on leadership capacity development, there is a noticeable gap in identifying and developing the precise attributes that enable school heads to lead transformation from within. The study responds to this gap by focusing on the leadership experiences and behavioral attributes of selected school heads in Northern Samar. Through a mixed-methods research design, the study identifies which aspects of transformational leadership are most prominent, how they are expressed in school governance, and what institutional factors enhance or hinder their enactment. Grounded in the theoretical underpinnings of Burns (1978) and Bass (1985), and aligned with contextual leadership paradigms relevant to the Philippine basic education sector, the study establishes a comprehensive framework that school leaders can adopt, adapt, and implement. Five specific objectives guided the inquiry: To identify the core transformational leadership attributes exemplified by school heads in public basic education institutions; To examine how these attributes are shaped by their professional experiences and the socio-cultural setting of their schools; To explore how transformational leadership practices influence school climate, teacher motivation, and student engagement; To develop a context-based leadership framework anchored in transformational principles; and To provide recommendations for leadership development policy and program reform at the division level. Data was collected through structured surveys, in-depth interviews, and documentary analysis involving school heads, teachers, and education supervisors. Respondents were selected from various districts in Northern Samar based on performance-based criteria and tenure, ensuring a diverse representation across leadership styles, school types, and community settings. The findings reveal that school heads who consistently demonstrate high levels of transformational leadership are distinguished by the following core attributes: Inspirational Motivation: The ability to craft a compelling school vision and articulate it with clarity and passion, resulting in shared ownership and staff alignment. Idealized Influence: A commitment to integrity, service, and ethical behavior that earns the trust and respect of both staff and the broader school community. Individualized Consideration: Personalized mentorship and differentiated support provided to teachers, recognizing their unique needs, aspirations, and developmental trajectories. Intellectual Stimulation: A strong disposition toward critical inquiry and innovation, encouraging teachers to challenge outdated norms, reflect on practice, and adopt research-informed strategies. These attributes were found to correlate strongly with positive institutional outcomes, including improved teacher morale, increased parental involvement, enhanced student performance, and stronger stakeholder partnerships. For instance, teachers led by transformational school heads expressed greater job satisfaction, deeper commitment to instructional excellence, and higher confidence in managing curriculum shifts and learner diversity. Parents reported more frequent school-home communication and participation in decision-making processes, while students demonstrated improved attendance, engagement, and performance in both academic and non-academic activities. The study also surfaced several critical challenges that affect the actualization of transformational leadership. These include the bureaucratic nature of educational governance, which often limits school-level autonomy; the lack of formal leadership training prior to assuming the school head position; and the scarcity of mentoring programs that promote reflective leadership practice. Furthermore, structural issues such as limited funding, inadequate infrastructure, and conflicting policy directives present significant obstacles to sustained school improvement efforts. To address these challenges and institutionalize best practices, the researcher proposes the B.A.N.J.A.W.A.N. Transformational Leadership Framework, an acronym-based model encapsulating: Building Vision and Values Advocating Ethical Leadership Nurturing Relationships Joining Stakeholders in Decision-making Aspiring for Continuous Learning Working with Innovation Acting with Empathy Navigating Change Effectively This framework serves as both a diagnostic tool and an action guide. It is designed to be adaptable to varying school contexts—urban or rural, large or small, resource-rich or resource-constrained. The model emphasizes a cyclical approach where school heads engage in continuous reflection, redefinition of goals, and dynamic implementation of leadership practices in response to community needs and educational trends. Beyond theoretical contributions, the dissertation recommends the integration of transformational leadership training into the pre-service and in-service programs of the Department of Education (DepEd). This includes embedding leadership coaching in the National Educators Academy of the Philippines (NEAP), encouraging localized leadership case studies, and creating opportunities for peer learning through leadership learning circles. Additionally, the researcher advocates for policy reforms that provide more fiscal and operational flexibility to school heads who demonstrate innovation, inclusiveness, and ethical decision-making. The study concludes by asserting that leadership development must no longer be viewed as an ancillary aspect of school reform but as its driving force. School heads are not merely managers of compliance; they are visionaries, mentors, and catalysts for change. By investing in the cultivation of transformational attributes among school leaders, educational systems can be reengineered to promote deeper learning, community empowerment, and nation-building. In summary, this dissertation highlights the powerful impact of human-centered leadership in transforming schools into inclusive, vibrant, and high-performing learning communities. The findings contribute valuable insights for policymakers, educators, and leadership development advocates committed to creating educational institutions where both learners and educators can thrive.

In the era of institutional expansion and diversification, financial stability and strategic alignment are paramount to ensuring the sustainability of multiversity institutions. This study explores the development and implementation of a balanced financial management framework tailored to a multiversity structure—where multiple academic and operational units operate under a unified governance model. The research underscores the importance of aligning financial strategies with institutional missions while leveraging Balanced Scorecard (BSC) methodologies for long-term viability. The study employed a documentary, historical, and quantitative research design, using five-year financial records from a private multiversity institution. Analytical tools included: One-sample t-test Paired t-test Analysis of Variance (ANOVA) Ordinary Least Squares (OLS) regression These statistical treatments were used to evaluate trends in profitability, efficiency, liquidity, and growth measures and to examine the impact of institutional vision on financial outcomes. The five-year analysis showed: Net Profit Margin (NPM) averaged 20.29%, significantly above the 12% industry benchmark. Operating Profit Margin (OPM) averaged 23.20%, highlighting operational excellence. Return on Assets (ROA) reached 1.95%, reflecting high resource utilization. Revenue Growth averaged 85.85% across five years—indicating strong expansion. Market Share stabilized at 91.2%, confirming institutional dominance. Liquidity Measures were strong: Quick Ratio (1.79) and Current Ratio (2.79), indicating solvency and risk preparedness. Regression analysis revealed a positive, albeit modest, correlation between the institution’s vision and both revenue (β = 0.305) and NPM (β = 0.013), suggesting that alignment with strategic mission drives financial health. The findings validate the utility of the Balanced Scorecard in higher education financial management. The University demonstrated the ability to balance cost efficiency with academic expansion, a hallmark of financially mature multiversities. The study recommends the institutionalization of scorecard-based financial dashboards to guide leadership decisions and resource allocation. Emphasis was also placed on cost management, stakeholder communication, and integrated planning to ensure long-term sustainability and competitiveness.

The Philippines is one of the most disaster-prone countries in the world, situated within the Pacific Ring of Fire and the Western Pacific Typhoon Belt. Natural hazards such as typhoons, earthquakes, and floods frequently disrupt the country’s economic, environmental, and educational stability. These disasters affect the lives of millions and directly compromise the right of Filipino children to uninterrupted education. Educational institutions are thus called upon to play a central role in disaster preparedness and resilience building. This study investigates how Disaster Risk Reduction (DRR) is integrated into the curricula of educational institutions in the Philippines, and how this integration supports the broader goals of safety, preparedness, and national development. The study employed a qualitative research approach through content analysis, supported by a limited quantitative component. Data were gathered through extensive literature reviews of DRR-related laws, policy documents, curriculum frameworks, and academic studies. In-depth interviews were conducted with selected DRR experts and educators from five higher education institutions and national meteorological agencies. Data were coded and analyzed thematically to identify recurring concepts and practices in DRR integration within educational settings. Only the most relevant data—directly related to curriculum integration—were retained and categorized into meaningful clusters for analysis. Findings revealed a growing institutional awareness and legislative support for integrating DRR into Philippine education. Several policies—such as Republic Acts 10121 and 9729, and DepEd Orders 55 and 37—form the legal foundation for embedding DRR into both basic and higher education. At the basic education level, DRR is integrated into subjects such as science and social studies and is treated more robustly in the senior high school curriculum, particularly within the STEM track. However, there remains a lack of uniformity in implementation across schools and disciplines. At the tertiary level, DRR content is generally delivered through the National Service Training Program (NSTP), while a few teacher education institutions offer it as an elective or a certificate program. Despite these efforts, teacher capacity, updated materials, and interdisciplinary teaching approaches remain challenges to full integration. The research underscores that while substantial groundwork has been laid through national legislation and departmental orders, practical implementation varies widely. Many teachers assigned to teach DRR subjects lack formal training in disaster science or social resilience frameworks. There is also a tendency to silo DRR education within the natural sciences, excluding important insights from the social sciences. The study recommends the adoption of an interdisciplinary teaching model, continuous teacher training, and the expansion of DRR as a standalone subject across all tracks. Making DRR education mandatory—not just for science tracks but across all senior high school and college programs—will ensure equitable access to life-saving knowledge. Furthermore, a shift from reactive to preventive education strategies is needed, focusing on community-based risk awareness, simulation exercises, and the use of real-life case studies.

This paper delves into the essential role of financial stability in elevating the effectiveness of output-based performance frameworks within Higher Education Institutions (HEIs). By examining the synergistic relationship between sound financial practices and strategic performance management, the study underscores their combined impact on fostering sustainable growth, operational resilience, and long-term institutional success. Through an analysis of crucial financial stability indicators—such as liquidity, solvency, and risk management—the research demonstrates how embedding financial health metrics within performance frameworks strengthens accountability and drives optimized resource allocation. The study reveals that a financially stable foundation enables HEIs to navigate economic fluctuations more effectively while supporting continuous improvement in performance outcomes. Ultimately, this research offers a comprehensive approach for policymakers and educational leaders, illustrating how robust financial health is fundamental to advancing the strategic objectives and academic missions of HEIs.

Public sector organizations operate within highly dynamic external environments characterized by globalization, technological advancement, regulatory pressures, and heightened public accountability. In such contexts, leadership performance becomes a critical determinant of organizational effectiveness and adaptability. This study examines the influence of the external environment and organizational change on leadership performance in the Bureau of Customs (BOC), with the end view of developing a leadership performance framework responsive to contemporary governance challenges. Using a descriptive–correlational research design, the study gathered data from selected BOC personnel through a structured questionnaire measuring external environmental factors, organizational change dimensions, and leadership performance indicators. Data were analyzed using descriptive statistics, correlation analysis, and regression techniques to determine levels, relationships, and predictive effects among the variables. The study is anchored on established leadership and change management theories, including strategic leadership theory and organizational change models. Findings indicate that external environmental pressures and organizational change initiatives significantly influence leadership performance in the BOC. Leaders who effectively manage change, adapt to environmental demands, and demonstrate strategic and ethical leadership exhibit higher levels of performance. Based on the results, the study proposes a Leadership Performance Framework that integrates environmental responsiveness, change management capability, and leadership effectiveness to strengthen governance and organizational outcomes in the Bureau of Customs.

The transition toward Industry Revolution 5.0 (IR 5.0) emphasizes human-centricity, sustainability, and intelligent collaboration between humans and advanced technologies, necessitating a redefinition of leadership and human resource management (HRM) frameworks in public sector institutions. This study aims to develop a Human Resource Leadership Management Framework for the Bureau of Customs (BOC) that supports organizational performance within the context of IR 5.0. Specifically, it examines the extent to which HRM IR 5.0 management leader characteristics, management leadership practices, and leadership management core competencies are practiced and how these competencies moderate leadership effectiveness. Employing a descriptive quantitative research design, the study utilized a structured questionnaire administered to HRM administrators of the Bureau of Customs. Data were analyzed using descriptive statistics, t-tests, ANOVA by factors, and regression analysis to determine levels of practice, moderating effects, and relationships among variables. The findings reveal that HRM IR 5.0 leadership characteristics, management leadership practices, and core competencies are practiced to a great extent, with statistically significant results. Moreover, leadership management core competencies significantly moderate the relationship between leader characteristics and management leadership practices. Based on the findings, the study proposes a Human Resource Leadership Management Framework that integrates human-centric leadership, technological readiness, and competency-based HRM to enhance organizational performance in the Bureau of Customs. The framework contributes to leadership development, public sector governance, and HRM transformation in the era of Industry 5.0.

Financial management has always been a critical pillar in the delivery of quality education, particularly in public school systems where resources are often constrained. In her dissertation, School Financial Management Framework Towards Sustainable Decision-Making in Secondary Public Schools, Maria Glenda P. Muncada delves deeply into the interplay between financial stewardship and educational sustainability. The study investigates how financial management practices influence informed decision-making processes in public secondary schools, with the end goal of establishing a framework that supports long-term institutional development and resource optimization. Amidst the growing demands on educational institutions to demonstrate accountability, transparency, and measurable outcomes, school administrators are increasingly called upon to exhibit financial leadership. Muncada’s research addresses this demand by exploring how financial planning, resource allocation, budget forecasting, and accountability measures impact not only school operations but also the achievement of educational goals and stakeholder trust. The study’s main objective is to develop a practical and adaptable School Financial Management Framework (SFMF) that supports sustainable decision-making in the public school context. Specifically, the research examines: The prevailing financial practices employed by school administrators; The challenges faced in financial management and budgeting processes; The role of transparency, stakeholder participation, and capacity-building in sustainable financial governance; The relationship between effective financial management and improved educational outcomes and equity. The study employed a mixed-methods approach, incorporating survey questionnaires distributed to school heads and finance personnel, interviews with key education officials, and document analysis of school budgets, liquidation reports, and procurement plans. The geographic focus was on selected public secondary schools in Northern Samar, a region reflective of the typical financial constraints faced by rural school systems in the Philippines. Grounded in Public Finance Theory, Participatory Governance, and Systems Thinking, the dissertation frames school financial management as an ecosystem of interconnected elements: policies, practices, people, and performance. It emphasizes that managing school finances is not merely about compliance or paperwork—it is a leadership function requiring vision, strategy, and stakeholder alignment. The findings reveal several key insights: Financial Planning Practices: While most school heads adhered to Department of Education (DepEd) guidelines, strategic planning was often lacking. Annual Improvement Plans (AIPs) and School-Based Management (SBM) reports were frequently reactive rather than proactive. Resource Allocation and Prioritization: Many schools struggled with allocating resources equitably. Urgent needs such as infrastructure repair and instructional materials often clashed with longer-term investments in teacher development or digital infrastructure. Stakeholder Engagement: Although School Governing Councils (SGCs) existed on paper, their actual involvement in financial decision-making was minimal. Teachers and parents reported a lack of transparency in how funds—particularly Maintenance and Other Operating Expenses (MOOE)—were spent. Financial Accountability and Monitoring: The capacity of school heads to perform financial oversight was found to be inconsistent. Many lacked formal training in finance or management, relying heavily on administrative aides or division finance officers. The most significant contribution of the research is the development of a School Financial Management Framework (SFMF) for sustainable decision-making, composed of five key pillars: Transparent Budgeting Process – Establishing an inclusive budgeting cycle where teachers, parents, and student councils can review and provide input on budget proposals and expenditures. Strategic Financial Planning – Aligning financial plans with educational goals using performance indicators, risk analysis, and multi-year forecasting tools. Capacity-Building for Financial Literacy – Regular training and certification programs for school heads and staff on budget analysis, procurement rules, and cash flow monitoring. Performance-Based Resource Allocation – Linking budget allocations to performance metrics such as learner outcomes, participation rates, and completion of improvement targets. Digital Financial Systems and Reporting – Encouraging the use of software and digital platforms to track expenditures, generate reports, and promote transparency. The SFMF is envisioned not as a rigid template but as a flexible model that can be adapted based on school size, location, and available resources. It is supported by feedback loops for regular evaluation, ensuring that financial decisions evolve with the needs of the school and its stakeholders. The study recommends that: DepEd develop a national training program on school financial management for principals and senior teachers; School financial plans be published and discussed in town hall-style meetings to build community trust; An incentive system be implemented to reward schools with best practices in transparency and budget performance; Policy reforms be considered to give more fiscal autonomy to schools while strengthening accountability mechanisms through internal audit units. Beyond technical recommendations, Muncada’s work makes a compelling case for financial leadership as a moral imperative. It argues that every peso spent or mismanaged has real consequences—affecting classrooms, limiting access to quality learning, and shaping students’ futures. Sound financial management is not just about numbers; it’s about equity, justice, and stewardship. In conclusion, the dissertation highlights the importance of shifting from transactional financial compliance to transformational financial governance. Through her comprehensive framework, Maria Glenda P. Muncada envisions public secondary schools as financially empowered institutions—capable of navigating complexity, responding to community needs, and driving educational change through responsible stewardship of public resources. This research contributes to national conversations on school-based management, decentralization, and educational sustainability. It empowers school leaders to reimagine their roles not just as instructional heads, but as fiscal strategists and community leaders. Through sustainable financial decision-making, the schools of today can better serve the learners of tomorrow.

As educational reform continues to emphasize student-centered learning and teacher effectiveness, the focus on mentoring as a strategy for improving academic outcomes has become increasingly vital. Maria April P. Rosete’s dissertation, Teacher Mentoring Towards Students’ Academic Performance in Social Studies, investigates the crucial role of teacher mentoring in enhancing learner achievement—specifically in the context of the Social Studies curriculum in the Bobon District, Northern Samar. The study draws on the foundational belief that the quality of teacher instruction directly correlates with student learning outcomes, and that mentoring can serve as a powerful professional development tool to bridge existing gaps in instructional performance. The research is premised on a dual objective: (1) to determine how mentoring practices support the pedagogical growth of teachers and (2) to assess the impact of those practices on student performance in Social Studies. Recognizing the disparities in teacher training access between rural and urban areas, the study places special emphasis on the unique challenges faced by teachers in geographically isolated and under-resourced schools. In such settings, mentoring becomes not only a tool for skill enhancement but a lifeline for professional and emotional support. The theoretical framework of the study integrates Adult Learning Theory (Knowles), Sociocultural Theory (Vygotsky), and Instructional Leadership Theory, providing a multidimensional understanding of how mentoring can nurture professional identity, improve content delivery, and align teaching strategies with curricular demands. Teacher mentoring, in this view, is both a professional obligation and a transformative practice that fosters reflective teaching and lifelong learning. Employing a mixed-methods approach, the researcher collected data from mentor-mentee pairs, students, and school heads across the district. Surveys, classroom observations, and student performance records were triangulated to derive correlations between mentoring effectiveness and academic performance. Mentoring practices studied included: Instructional coaching (lesson modeling, co-teaching, feedback loops) Collaborative planning (team lesson design, resource sharing) Professional reflection (journals, mentoring conversations) Classroom walkthroughs and peer reviews Students’ academic performance in Social Studies was measured using teacher-made tests, formative quizzes, and quarterly exam scores. The findings revealed that mentoring significantly influences student academic performance in Social Studies through three main pathways: Improved Teacher Content Mastery – Teachers engaged in mentoring showed enhanced understanding of Social Studies content and greater confidence in delivering complex topics, particularly in areas such as civic engagement, Philippine history, and cultural diversity. Student Engagement and Motivation – Classrooms led by mentored teachers recorded higher student participation and enthusiasm. Pupils reported that their teachers explained lessons more clearly, used varied activities, and made lessons more relatable. Use of Learner-Centered Strategies – Mentored teachers were more likely to implement interactive and differentiated instruction such as debates, simulation games, group presentations, and inquiry-based learning. Quantitative analysis indicated a statistically significant positive relationship between the frequency and depth of teacher mentoring and the average student scores in Social Studies. Schools with robust mentoring programs demonstrated not only improved academic performance but also stronger collaborative cultures among staff. To institutionalize these gains, the researcher developed a Teacher Mentoring Implementation Framework (TMIF) tailored for rural and low-resource schools. The TMIF consists of five stages: Needs-Based Pairing – Mentors and mentees are paired based on content area needs, teaching experience, and complementary teaching styles. Goal-Oriented Planning – Clear objectives are set for each mentoring cycle, including skills to develop, content mastery goals, and student learning targets. Structured Observation and Feedback – Mentors conduct scheduled classroom observations followed by debriefing sessions focused on strengths and areas for improvement. Professional Learning Dialogues – Monthly coaching conversations where mentees reflect on their growth, share successes, and strategize on challenges. Assessment of Impact – Progress is measured not only in teacher performance but also in student academic data and engagement metrics. The TMIF emphasizes mentoring as a school-wide responsibility, not an isolated initiative. The researcher suggests that each school should have a Mentoring Coordinator tasked with managing pairing logistics, ensuring documentation, and reporting outcomes to the school head. The study advocates for the following policy recommendations: Integrate mentoring into the School Improvement Plan (SIP) as a formal component of teacher development; Allocate school-based funds or MOOE to support mentoring activities such as instructional materials, co-planning sessions, and teacher incentives; Provide mentoring training for experienced teachers to become certified mentors, especially in rural schools; Recognize mentoring achievements in performance appraisals and career progression systems. Furthermore, the dissertation proposes that higher education institutions (HEIs) and DepEd’s regional offices partner to provide technical assistance and certification programs for mentoring. This recommendation aligns with national policies under the Philippine Professional Standards for Teachers (PPST), which emphasize career-stage indicators and continuous professional learning. Maria April P. Rosete’s work also emphasizes the emotional and human side of mentoring. Teachers shared how being mentored helped reduce isolation, rebuild confidence, and feel more connected to their professional purpose. For many, mentoring was not just about technique—it was about becoming better educators through caring relationships. The dissertation thus contributes to a reimagined vision of mentoring in the Philippine basic education system: one that is sustainable, context-sensitive, and outcomes-driven. It asserts that when teachers feel supported, competent, and inspired, their students reap the benefits through enhanced learning experiences and achievement. In conclusion, Teacher Mentoring Towards Students’ Academic Performance in Social Studies is a compelling call to action. It affirms that teacher mentoring is not a luxury but a necessity—particularly in underserved communities. It challenges stakeholders to view mentoring not as a peripheral program but as a core mechanism for equity, quality, and transformation in education. The research leaves us with a powerful message: to improve

The Book of Isaiah offered various metaphors for sin. Biblical scholars employed the cognitive approach to metaphors to identify the metaphors for sin. However, this approach focused on thought rather than on the text, which contrasted with the nature of the Book of Isaiah, which had to be considered as a part of ancient literature. Therefore, it was important to have an appropriate approach, which in this case was the perspectival theory interpretation approach, in order to gain a deeper theological understanding of the concept of sin in the HB, particularly in the Book of Isaiah. Moreover, the perspectival theory had not yet been applied in previous studies dealing with the metaphors of sin in the Book of Isaiah. This research employed a perspectival theory interpretation. In analyzing each metaphor for sin, the study utilized Berlin’s research on parallelism in order to highlight the poetic aspects of metaphors by pursuing a four-step procedure: identifying the metaphor, text-critical issues, poetic analysis, and exegetical discussion of the metaphor. he perspectival approach showed that the Book of Isaiah contained four passages containing metaphorical similes for sin. The existence of the comparative particle כְּ indicated that those passages had metaphorical connotations. The scarlet and crimson metaphor in Isa 1:2–20 presented sin as an obvious and permanent sign that could not be removed. The fire metaphor in Isa 9:17 implied that sin was an uncontrollable power—destructive and consuming in its nature—and that it could spread rapidly. In Isa 42:22, the cloud metaphor depicted sin as a hindrance to the relationship between God and His people. In Isa 64:6, the wind metaphor signified that sin controlled the spiritual life and totally removed human beings from God’s love. Therefore, the meaning of the metaphors had negative aspects because they were equated with transgression or sin. The significance of this study is to clarify the theological richness of the Book of Isaiah as regards biblical understanding of sin and to shed light on the theology of the sin in the Hebrew Bible as a whole.