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and disadvantaged areas, this evolution has often been hindered by structural limitations, resource scarcity, and outdated instructional practices.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 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.

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.

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 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.

​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.

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.

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.

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 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.

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.

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 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.

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.

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.

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.

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.

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.

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.