Advanced Social Science in Research Journal
Advanced Social Science in Research Journal (ASSRJ) is an international, peer-reviewed, open-access platform dedicated to the dissemination of high-impact research within the social sciences. ASSRJ serves as a premier venue for scholars, practitioners, and policymakers to share advanced theoretical frameworks and robust empirical studies that address the complexities of modern human society. ASSRJ is committed to maintaining high academic standards through a double-blind peer review process, ensuring the quality, originality, and integrity of all published manuscripts. The journal is managed by Managing Editor Dr. Froilan Mobo and is published on a bimonthly basis, with issues typically released in February, April, June, August, October, and December each year. The journal e-ISSN 3116-4544 and is published by FSH Publication in collaboration with Future Science Press.
Strengthening Support to Beginning Teachers, Examining Proficiency Levels, Instructional Issues, and Professional Development Approaches
The study focused on: 1) The levels of proficiency, challenges experienced at the professional level and forms of development for beginners in educators practicing public elementary school; 2) Report on significant differences between different groups based on demographic variables (age, sex, participation in workshops); and professional (seniority; types of position held), as well as test hypotheses about relationships among dimensions stood out. More specifically, it sought to overcome what the authors identify as gaps in understanding how early career educators respond to pedagogical demands within evolving educational standards and institutional expectations. The analysis revealed that beginning teachers were highly proficient at managing learning environments, curriculum planning, assessment practices and content pedagogy but struggled with instructional challenges involving the delivery of instruction in addition to classroom management and learner engagement. Self-directed learning and peer mentoring exhibit enhancing professional development strategies while pickup on continuing professional education is weak. There were significant differences in indicators of competence and professional growth between the groups based on educational qualification and teaching experience, underscoring the impact of further academic preparation on professional disposition. Correlational analysis also identified low to high positive relationships among proficiencies, instructional challenges and strategies for professional growth, implying that tensions created by differences between desired and actual teaching practice may provoke professional learning behaviour in novice teachers. The results highlight the importance of institutionalized support structures to promote novice teacher sustainment. Through the construction of these themes, it is proposed that early career teaching competence will be aided by structured mentoring, differentiated professional development and research-based instructional support systems. We discuss recommendations pertaining to policy and programmatic interventions that advocate for the use of higher-order thinking instruction, learner-centered pedagogies, and technology-mediated instructional strategies. Education policy makers and school leaders might focus on developing professional learning communities, increasing access to the materials necessary for their instruction, and providing support for workload management in order to enhance teaching. Further studies in contextual and longitudinal perspectives may contribute to exploring the beginning teachers’ competence across diverse educational settings to replicate and generalize current findings. These findings add to the growing evidence that informs teacher development policies and approaches aimed at sustainable improvement of instruction in basic education systems.
Copyright (c) 2026 Abraham M. Angala, Leila L. Ravana https://creativecommons.org/licenses/by/4.0
Decision-Making and School-Based Management Involvement of Teachers in Olongapo City Public Elementary Schools
The study looked into the degree of involvement of teachers in decision-making and the level of school-based management among public elementary schools in Olongapo City. Existing studies have highlighted leadership and administrative structures, but less research has empirically investigated the impact of teachers’ engagement across multiple areas of decision-making on overall school management effectiveness. It sought to explore teachers' demographic profiles, their involvement in curriculum, policy, and discipline as well as professional development planning, school improvement planning, and resource allocation, and the association between teachers' involvement and perceptions of school-based management. The study, employing a quantitative descriptive-correlational design, had teacher-respondents who filled out structured surveys that measured their involvement in decision-making and perceptions of school management on four measures leadership, curriculum and learning; accountability; and resource management. Statistical analyses were performed using mean analysis, Pearson correlation and inferential tests to examine differences across demographic profiles. The results show that most teachers are female, middle-aged, have average teaching experience, and hold bachelor’s degrees, but mostly work as Teacher I. There is high teacher involvement in the curriculum and instruction, and school policy and discipline, while moderate involvement is in professional development and planning improvement for schools, whereas a low level of attendance is seen for resource allocation/budgeting. Teachers overwhelmingly agree that school-based management works, mostly in curriculum and learning. Most concepts show a negative correlation, both worlds' traditional teachers are inconsistent, and there is a significant association between years of teaching experience and professional development involvement, but female teachers respond negatively. If we correlated towards demographic profiles, there are no differences in other domains. Teacher involvement has a strong positive correlation with the overall school-based management. The research suggests structured participatory mechanisms with the optimization of resources like finance and time, with diversified professional development that could foster teacher engagement and allow sustained, effective management and alignment with both school goals and policy priorities.
Copyright (c) 2026 Carla E. Merced, Leila L. Ravana https://creativecommons.org/licenses/by/4.0
Mentoring Skills and Practices of Master Teachers in Zone 2, Schools Division of Zambales
T he study investigated the mentoring skills and practices exhibited by master teachers as predicting factors of professional mentoring effectiveness in public secondary schools. The objectives of the study were to know the demographic profile of teachers, identify the level of mentoring skills and practices exhibited by master teacher-mentors, determine if there are significant differences in perceptions when grouped according to teacher characteristics, and find out the relationship between mentoring skills and practices. However, little is known about how the mentoring competencies of master teachers function as an integrated mechanism for professional development within particular school contexts (Mulholland et al., 2019). Results showed that the teacher respondents consisted mostly of mid-adults, Master’s unit earners, and Teacher III rank. It was observed that the profile of master teachers as a mentor showed strong presence across an array of mentoring dimensions (core competencies, communication competences, interpersonal competencies, critical competencies and technical competence) while all categories in mentoring practices (deep feedback provision, personal attributes for being a mentor, alignment within the system, modelling etc and pedagogical knowledge support) were strongly manifested. When grouped by age and years in service across several mentoring dimensions, significant differences were observed, while educational attainment and rank had little impact. A very high positive and significant correlation was established for mentoring skills with the mentoring practices, suggesting each other as mutually interconnected and reinforcing in nature. The study concludes that building capacity among master teachers through successful mentorship is a multifaceted pedagogical competence, which brings together relational, pedagogic, technical, and organizational leadership skills. These results highlight the importance of experiential maturity in the perception and effectiveness of mentorship. Conclusion: A proposed mentoring enhancement framework includes (1) differentiated professional development, (2) research-informed coaching strategies, and technology-supported mentoring systems to bolster instructional capacity. Schools should put into place institutional mentoring capacity-building programs and encourage collaborative professional learning communities while scaling evidence-based mentoring interventions to help teachers grow, develop their practice, and sustain instructional quality. Further training on additional contextual, psychological, and instructional variables could explore what roles each variable plays in successful mentoring of employees in education systems of today.
Copyright (c) 2026 Catherine M. Bantilo Bantilo, Leila L. Ravana https://creativecommons.org/licenses/by/4.0
Communication Flow in Collecting Monitoring Reports in Post-Typhoon Response in Albay
The main objective of this study is to assess the communication flow involved in gathering monitoring reports from local government to provincial authorities during post-typhoon operations in Albay. It specifically aims to see the actual communication practices used by provincial government and pin point the specific challenges in collecting reports. Also, the research looks into the various strategies employed to address the challenges and proposes recommendations based on the findings. A qualitative narrative design was used to gain insights into provincial authorities’ experiences in report collection as part of post-typhoon response efforts, with the end goal of improving communication flow and providing necessary support to local constituents. Data were gathered using unstructured interview guide, field notes, and audio recordings, alongside a review of relevant documents, literature, and audio recordings, alongside a review of relevant documents, literature, and studies to provide a holistic understanding of the existing communication system. Findings reveal that provincial authorities employ various communication practices in collecting monitoring reports such as SMS blast, emails, social media, point-to-point information, and radio. The main challenge found is the disruption of communication lines and internet connectivity, which significantly hinders timely report submission. To address these issues, authorities use other means of communication such as facebook messenger, that requires only minimal data, and runners. However, challenges remain, such as unstable signal, in the communication flow of report collection. This underscores importance of addressing these gaps through scholarly recommendations, enhancing the efficiency of monitoring report collection and improving the overall communication flow in post-typhoon response in Albay.
Copyright (c) 2026 Jovelle L. Duana, Carl Dominic Celestial https://creativecommons.org/licenses/by/4.0
Utilization of Sexual Reproductive Health Rights (SRHR) Information and Ser-vices in Selected Municipalities of Masbate and Sorsogon
The SHE Project on Sexual and Reproductive Health and Rights (SRHR) implemented by MIDAS was assessed in its utilization in selected municipalities of Masbate and Sorsogon. The baseline data shows the following: household size – 5, number of children – 4, marital status – 47% are married, range of age – 34.5, regular income – Php 84,063 in 2019 and 106,544.12 in 2023, consent of partner to engage in SRHR – 87.1, support of partner to modern methods – 77.04% -2019 and 77.34 -2023, family planning methods availed – pills for 2019 and sterilization for 2023. Beneficiaries report high awareness and satisfaction in the survey and the focus group discussion; this supports the data that beneficiaries availed a mean of 6.28 training and advocacies and a mean of 2.1 years of engagement to the SHE project. Peer educators played an important role in the implementation of the project, with a mean of 19 reach per peer educator. Training (40.94), counseling (29.24), and coaching (19.30) are the activities that beneficiaries engaged in. The study recommends prioritizing interventions that promote family planning, expanding women’s participation in advocacy and policy formulation, tailoring program interventions to address the specific needs of different age groups, expanding men’s activities, increasing youth participation, addressing barriers to participation, combating gender-based violence, providing comprehensive and accessible healthcare services to prevent and manage HIV and STI issues, and continuous monitoring and evaluation of the program’s effectiveness. By addressing these recommendations, MIDAS will be much more successful in the SHE project on SRHR. It will help ensure that the participants are fully engaged in the activities and that MIDAS provides the services best suited to their needs and preferences.
Copyright (c) 2026 Jose Carlo B. Lavapie https://creativecommons.org/licenses/by/4.0
Employability Of Social Studies Education Graduate Respondents Of President Ramon Magsaysay State University, Castillejos Campus
Focusing on the employability and competencies of Social Studies Education graduates of President Ramon Magsaysay State University (PRMSU) Castillejos Campus, this study responds to a pertinent research need which will determine if skills acquired in college reflect job performance. In particular, it explored demographic profile, skill competencies, non-employability factors, and graduates’ perception of differences based on key socio-demographic characteristics. The study employed a quantitative-descriptive approach and utilised an instrument in the form of a questionnaire to obtain data on which technical, interpersonal, communication, and critical skills, career development, psychological-social effects, and skill shortages impact employment outcomes. The results show that young, female LET passers from low-income households dominate the graduates; while most are underemployed, they quickly find jobs as teachers and strongly believe in the relevance of interpersonal, technical, and communication competencies (albeit recognizing critical skill deficits). The results indicate differences in perceptions of the skills deemed critical based on eligibility and work location, but no other demographic variables (i.e., degree type or academic program beyond accreditation status) impacted perceived communication, interpersonal or technical competencies. In response to the identified gaps, this study proposed an intervention programme consisting of specialized workshops and professional development technical training. Such measures may potentially improve graduates’ employability, build professional resilience, and produce equitable skill development across disparate workplace settings to bolster long-term career growth as well as quality improvements from educational institutes.
Copyright (c) 2026 Garry P. Navarro, Leila L. Ravana https://creativecommons.org/licenses/by/4.0
Disaster Preparedness and Response Among Emergency Responders
The Philippines is ranked as the number one most disaster-prone country in the world, based on the 2025 World Risk Index (World Population Review, 2025). This means it faces the highest risk from natural disasters like typhoons, earthquakes, and floods. The country’s location in the Pacific combined with communities living near the shore, increases exposure to storm surges and coastal hazards. On top of that, many areas still lack strong buildings, good roads, and enough emergency resources, which makes it harder to recover after disasters. This study examined the extent of disaster preparedness and response practices among 58 community-based emergency responders in the Municipality of Sagay, Camiguin. It utilized quantitative- descriptive survey design with validated survey questionnaire as the main instrument in gathering data supplemented with casual interviews. Frequency counts, percentages, mean, standard deviation, t-test and Analysis of Variance were utilized to analyze and interpret the data gathered. Results revealed that the respondents were affiliated as Barangay Health Workers, Civil Volunteer Organizations, and other groups such as Sangguniang Kabataan, Barangay Nutrition Scholars, and Community Development Workers. Respondents varied in years of service, with the majority having more than six years of experience, while most had attended two or fewer disaster risk reduction (DRR) trainings. Findings revealed a high extent of DRR practices. The response efficacy appeared as the strongest aspect, followed by severity and self-efficacy, while vulnerability registered the lowest. Statistical analysis using T-test and ANOVA indicated significant differences in preparedness when grouped according to organizational affiliation, particularly between Civil Volunteer Organizations (CSOs) and other affiliations. There were no significant differences were observed when grouped according to years of service or number of trainings attended. The most pressing challenges identified were lack of equipment and supplies and community non-compliance during evacuation. These results highlight the need for targeted support and resource provision to strengthen community-based disaster preparedness.
Copyright (c) 2026 Rogelyn Uayan Baldon, Alexander N. Morados https://creativecommons.org/licenses/by/4.0
Involvement in Community-Based Disaster Risk Reduction and Management Among Vulnerable Populations
The extent of involvement among vulnerable populations in community-based disaster risk reduction and management (CBDRRM) across demographic and sectoral groups is examined in this research. A total number of 305 respondents participated, majority with females composed of 66.56% and senior citizens aged 60 years and above with 56.72%. Most respondents resided in upland areas with 66.56% of the total, in which 54.42% of the respondents had attained secondary-level education. There are four sectoral groups considered in the study, among was the highest representation of the senior citizens with 56.07%, followed by 27.54% of women, persons with disabilities with 13.11%, and youth with 3.28%. The study evolves with risk awareness, community participation, local disaster governance, and preparedness and recovery in which resulted to moderate levels of involvement of respondents. Showing their greater awareness towards natural hazards and disaster plans yet limited training participation and household level preparedness. A relatively higher confidence showed in the local government planning but stretches low participation of the vulnerable groups in decision-making under the governance indicator. Significant differences have been highlighted statistically in involvement by sex, age, educational attainment, and sectoral group, but not by ecozone. The outcome of Post hoc tests shows that respondents with younger age and those with higher educational attainment had greater involvement compared to senior citizens and those with elementary-level education. And with the sectoral group, youth and women showed higher engagement compared to senior citizens and Person-With-Disability. Overall, the study underscores the need to strengthen program to inclusive disaster risk governance, enhance training opportunities, and prioritize household preparedness, particularly among senior citizens and less-educated groups, to foster equitable resilience in vulnerable communities.
Copyright (c) 2026 Julius Kris S. Tropel, Alexander N. Morados https://creativecommons.org/licenses/by/4.0
The Role of Social Media in Enhancing Interactive Learning as Baseline Data for Policy Brief
Social media has been in the academic world during a very short span, having transformed teaching and learning paradigms globally. There is international need for empirical scrutiny on pedagogical value of social media in higher education sector. The study aimed to show how social media help teachers and students in interactive learning by enhancing engagement and participation, motivation and interest, as well as creativity and critical thinking. Though the integration of social media platforms into educational settings is popular, there has been limited research that contextually investigates how demographic and professional variables shape perceptions of its pedagogical value when integrated within a formal classroom implementation. The results showed that teachers are mainly young female adult graduate students with sufficient teaching experience, who have frequently integrated social media in their instruction but use YouTube as the main teaching platform. Likewise, the group of students, primarily young adolescent females from economically limited but secure families, access media frequently and identify YouTube as their primary source of study. Where teachers rated social media maximally on learner motivation and interest, students ranked its contribution most highly in terms of creativity and critical thinking, but both groups had low perceptions related to engagement and participation. The results also showed that perceptions of teachers differed with teaching experience, social media usage (frequency) and exposure to training, while those of students differed mostly in the degree (level) of their social media utilization. These findings demonstrate the necessity of technological fluency and ongoing professional growth to leverage the pedagogical strength of digital tools. When used intelligently in the context of instruction, social media has the potential to become a transformative educational tool according to the study. Therefore, teachers should employ digital learning strategies that are collaborative and gamified as well as creativity-based, whereas educational leaders should provide differentiated training programs and set institutional policy guidelines to facilitate systematic social media integration in services and preserve innovative, learner-centered instructional practices.
Copyright (c) 2026 Judy Ann Neubo Estella, Leila L. Ravana https://creativecommons.org/licenses/by/4.0
Job Satisfaction and Organizational Commitment of Municipal Employees in the Local Government of Sta. Cruz, Zambales
Job Satisfaction and Organizational Commitment among Municipal Employees in the Philippines: Insights for Resilient Local Government Units (LGUs) In the rapidly evolving context of local governance in the Philippines, where municipal employees stand as pillars of public service, comprehending how job satisfaction correlates with organizational commitment is vital for nurturing resilient and effective Local Government Units (LGUs). While each of the factors mentioned above has been extensively studied, there remains a large gap in our understanding of how they are constructed and interact with each other within LGUs, especially at the municipal level, such as Sta. Cruz, Zambales — where public accountability heightens the call for engaged, contented teams to work toward sustainable community evolution. The focus of this study is to explore the connection between job satisfaction and organizational commitment among municipal employees at the Local Government Unit (LGU) Sta. Cruz, Zambales. Using a descriptive correlational research design, it used a quantitative survey questionnaire as the main instrument, which was administered through a total population sampling of 190 regular permanent employees to attain comprehensive and representative insights. According to the study, the average LGU-Sta. Average Cruz employees are female, 38 years old, married, college graduates, and 28-year organization veterans. The physical work environment, compensation and benefits, training and development, leadership style, as well as rewards and recognition got the highest rating of very satisfied in LGU – Sta Cruz based on the respondents' answers. Their AKI is also strong with respect to their affective, continuance, and normative commitment to the organization. The other fillers/variables with significant difference depend on their groups and are physical work environment, compensation and benefits, training and development and rewards and recognition, as well as affective commitment to the organization (affective commitment) in accordance with gender as well civil service. Further, the results indicate a significant difference in rewards and recognition and normative commitment based on gender; continuance commitment based on age; and compensation and benefits when grouped according to years in service. There exists an extremely significant relationship between the perception of LGU – Sta Cruz employees with regard to their job satisfaction and organizational commitment. The recommendations provided maintain or even enhance the high employee job satisfaction in LGU-Sta. Cruz: execution of a.) team-based seminars promoting candid discussions about creative problem solving, b. Specific retention underscoring the concrete financial and career losses of leaving the company; c.) targeted praise emphasizing loyalty as integral to mission success, dovetailing with employees’ moral obligation and belonging. Finally, LGU - Sta. Age-optimized development programs, to remedy the generation gap by increasing engagement across demographics.
Copyright (c) 2026 Marben C. Manzano, Michelle G. Acuavera https://creativecommons.org/licenses/by/4.0
Inquiry-Based Learning (IBL) For The Development Of Critical Thinking Skills of Senior High School Students
The need for high-order thinking competency in education 21st century promotes the implementation of inquiry-based learning (IBL) to optimally strengthen critical-thinking ability on senior high school students. This study explored student and teacher respondent profiles, levels of exposure to IBL, students' critical thinking skills level while addressing the perceptual gaps between teachers and students. It further explored the association between critical thinking development and exposure to IBL while providing a proposed framework for instructional improvement. While it becomes widely adopted by institutions, empirical evidence of perception differences between teaching staff and students remains scarce and not proven if exposure effect during this senior high school with mathematics focus could evolve to cognitive skills development. Broader perspective of instructional exposure, resource accessibility and pedagogical facilitation that impacts two-level learner outcomes. The results suggest that there is a notable difference in IBL exposure and critical thinking skills between students and teachers, although decision-making and problem-solving are recognized as leading cognitive skills. A very strong positive correlation was found between IBL exposure and critical thinking development, suggesting that experiential and inquiry-driven pedagogy is valuable for cognition. Structured inquiry environments are identified to greatly enhance students’ analytical and evaluative thinking capacities, the study concluded. As a result, the researcher proposed strengthening teacher facilitation strategies, extending resource access and availability to include students' autonomy in learning activities as well as implementing inquiry-based instructional frameworks through policy integration. More broadly, future research could substantiate these findings across various academic contexts and learner demographics to help build evidence-informed educational reforms.
Copyright (c) 2026 Marinel D. Adoremos, Leila L. Ravana https://creativecommons.org/licenses/by/4.0
Structure of Observed Learning Outcomes (Solo) Taxonomy and Learner Achievement: Impact on Educational Performance
The incorporation of the Structure of Observed Learning Outcomes (SOLO) Taxonomy into classroom practice is insufficiently examined, yet its capacity to improve teacher efficacy and student learning outcomes. This study investigated educators' comprehension of SOLO Taxonomy, its impact on student academic performance, and the obstacles faced during its implementation in secondary education. Employing a descriptive correlational research approach, the study examined teachers' perspectives of familiarity, lesson planning, and alignment with learning objectives, while linking these factors with student performance measures and identified instructional problems. Results indicate that teachers demonstrate diverse levels of knowledge and application abilities, and that previous SOLO-specific training markedly impacts their competency. Students' academic performance, critical thinking, and involvement are positively correlated with teachers' SOLO proficiency; yet, obstacles remain in aligning the curriculum, designing assessments, and ensuring student preparation. These results show how important it is to have organised professional development and support from the institution in order to make the most of SOLO-based practices. Targeted training, collaborative lesson preparation, scaffolded assessments, and integrative frameworks may boost teachers' skills, help students do better, and make it easier to put these ideas into practice. The study suggests a structured framework for embedding SOLO Taxonomy in assessment, offering practical strategies for classroom integration, professional development, and policy direction, and advocates for additional research to confirm and broaden its implementation in various educational settings.
Copyright (c) 2026 Mary Jean Ecle Atrero, Leila L. Ravana https://creativecommons.org/licenses/by/4.0
Gamified Reading Strategies and Learners’ Motivation: A Basis for Developing an Instructional Guide for Elementary Teachers in Zone 1, Zambales, Philippines
This study explored the use of gamified reading strategies and their effects on learners’ motivation, grounded in the ARCS motivational framework, thus addressing gaps in defining how teacher characteristics and instructional practices impact literacy engagement relevant to elementary education. More precisely, the study evaluated the level of gamified strategy implementation, gauged reading motivation among learners, identified significant differences in demographic and occupational variables, and measured the relationship between instructional implementation and learner motivation. Results showed that the majority of teachers were female, middle-aged, master's degree holders with approximately ten years of teaching experience and moderate exposure to gamification training while predominantly using points and rewards systems. Gamified strategies were used in feedback and reflection, collaboration and competition, challenges and missions, and progress tracking consistently throughout teachers. Performance data indicated that learners were much more motivated to read; particularly, the relevance, satisfaction, attention, and confidence dimensions of the ARCS model proved that this contextualized and interactive environment was effective in engagement with reading. The results of statistical analyses showed significant differences in both teachers’ implementation practices and learners’ motivational levels over almost all examined demographic and professional variables, while a strong positive correlation was found between the implementations of gamified strategies and learner motivation to learn, highlighting the pedagogical value of using gamification in literacy development. Results emphasize the need for continued professional development and effective instructional design in gamified literacy instruction. The study suggests that structured integrated gamification contributes to reading motivation and has the potential for educational practices aligned with learner-centered instruction. I recommend that schools strengthen teacher-training programs, encourage creative and innovative ways of reading pedagogy, and also institutionalize gamified instructional frameworks. Future research may consider other factors and the long-term effects of gamification on literacy performance in various learning environments.
Copyright (c) 2026 Neil E. Espiritu, Leila L. Ravana https://creativecommons.org/licenses/by/4.0
Practices of Inclusive Pedagogical Strategies and Academic Engagement of Indigenous Peoples’ Learners in Teaching Mathematics
This descriptive-correlational design study determined the relationship between inclusive pedagogical strategies and the academic engagement of IP (Indigenous Peoples) learners as perceived by 29 teacher-respondents, considering teachers’ profiles, instructional practices, and coping mechanisms. Grounded in Culturally Responsive Teaching Theory (Gay, 2018), Culturally Sustaining Pedagogy (Paris & Alim, 2017) and Multicultural Education (Banks, 2016), study highlighted how culturally relevant instruction can positively impact learners' engagement levels. Ninety-five percent of respondents identified as female and they were overwhelmingly early- to mid-career educators — mean teaching experience was 8 years. Most managed an average of two IP learners per class, suggesting that IP students are typically in the minority in mainstream classrooms. Interestingly, most did not have previous training in IP or inclusive education: highlighting a major gap in professional preparation. Nonetheless, teachers reported across-domain consistent use of inclusive pedagogical strategies. The domain that was most pronounced within our data was the learning environment, which related to establishing respectful and supportive classrooms. Assessment, learning resources and cocurricular practices were their also regularly applied, especially those that aimed to make the process relevant for learners and community members. Likewise, students receiving IP treatment expressed high engagement in academic dimensions, especially attending to classroom activities and recitation participation as well as task completion (see Table 2), showing active involvement while at the classroom context. Grouping by number of IP learners showed a statistically significant difference (p = 0.023), suggesting that class composition may have an impact on method of pedagogical delivery. There were no significant differences by sex, length of service, or training. Similarly, inclusive pedagogical practices were found to be positively correlated with academic engagement: effective and culturally appropriate teaching and learning increase learner participation. The teachers dealt with instructional challenges by implementing local knowledge, the mother tongue, and culturally responsive practices. But they also described challenges such as managing their time, emotional demands, and diversity in the classroom. As a result, these practices led to students exhibiting greater confidence in themselves as learners, their cultural identity, and social skills. On a more general level, there is clear evidence of inclusive pedagogical practices that are positively associated with learner engagement, but the lack of formal training looms as a major issue. To facilitate equitable and culturally relevant education for IP learners, they must be provided the appropriate teacher capacity through sustained professional development and institutional support.
Copyright (c) 2026 Oliver Famularcano Pablo https://creativecommons.org/licenses/by/4.0
A Comparative Critical Discourse Analysis of Greta Thunberg and Gina Lopez’s Speeches
Language use in activism is essential to discussing social problems and issues. In recent years, activism and social movements have been prevalent and crucial in discussing issues that society is experiencing. Environmental activists Greta Thunberg and Gina Lopez are notable for their contributions to advocating for environmental protection and preservation. Engaging themselves in public appearances, both activists aim to get the attention of different organizations, leaders, and people around the globe to acquire social change and awareness. Hence, incorporating comparative Critical Discourse Analysis through Fairclough's Three-dimensional model, analyzing the mood choices, and extracting the ideologies, this study sought to compare the speeches of activists, analyzing the linguistic features and deriving the ideologies to understand better how these activists use language and power to inform and persuade people about the environmental crisis. Consequently, the result shows that the dominant mood is declarative statements, followed by interrogative and imperative. The functions of vocatives in the speeches are to call/summon and to address. The underlying ideologies found are strength and power in emotions and words, credibility through knowledge building, directness in words and actions, role of emotions and values in environmental justice, power of connections and communities, and help of knowledge and information, which encompass the speeches of the activists towards the environmental crisis.
Copyright (c) 2026 Girard Charles E. Gilo, Rogell Greg P. Pedroso, Princess Janah L. Formentera, Maico Demi B. Aperocho https://creativecommons.org/licenses/by/4.0
Language Roles in Mental Health Crisis Support: Lifeworld of Counselors in Focus
Facing mental health crises, guidance counselors and facilitators play crucial roles in supporting and empowering students. They are the ones who listen, understand, and guide students, promoting their overall well-being. For them to effectively perform, good language use is important. By using Alfred Shutz's concept of lifeworld, this paper explored how guidance counselors and facilitators use language in different contexts, specifically personal, professional, social, and mental health crisis support. This qualitative study is approached phenomenologically, focusing on language's role in the everyday lives of counselors from a selected higher education institution (HEI) in Davao City. Seven participating guidance counselors and facilitators were interviewed using photovoice and interview. As a result, similarities in how they make use of different languages in different contexts were revealed. The language used in their lifeworld was categorized and discussed in seven themes, which are the language used for expression, the language used to build understanding, the language used to build relationships, acknowledging the fluidity of language functions in society, realizing that language use can pose invalidation and other risks, choosing context-specific language use and communication means, and maximizing language to inform and motivate, while four in supporting mental health crisis namely instructional/directional, corroborative, motivational, and expansive. In conclusion, the language use of guidance counselors and facilitators varies depending on context. They must consider how risky communicating is and know that it is one of the most effective methods in supporting mental health crises. With how the study turned out and considering the risks and possibilities concerning mental health, it is recommended that everyone be mindful of the words being spoken and the actions being done.
Copyright (c) 2026 Erika S. Codilla, Kyrie Jacqfyll Monday, Luther John Torrente, Maico Demi B. Aperocho https://creativecommons.org/licenses/by/4.0
Primary Grade Teachers’ Practices and Learners’ Early Reading Literacy Struggles in Zone 3, Schools Division of Zambales
This research explored the methods employed by primary-grade learners to address early reading literacy struggles and the literacy skills of those students. It sought to explore the link between what teachers do and how learners perform, while examining areas of struggle and skill development. The study went further to examine demographic influences on teacher beliefs and practices, filling a gap in the literature regarding how specific teacher and learner factors inform implementation of literacy interventions in early grades. The study found that teachers of younger grades show relatively high engagement levels for all instruction strategies and all classroom interventions, a synergy with parental support, whereas students slightly struggle in retrieving word meanings, reading fluency and comprehending texts. Specific advanced literacy skills (vocabulary, fluency, phonemic awareness, and reading comprehension) caught the attention of the researchers as they are areas where many children need specific support.[9] Overall, findings suggest selective demographic impacts on teacher perceptions, based on educational attainment, civil status, and sex. Summary of low-cost interventions to improve literacy (quasi-experimental study): Interactive comprehension activities, structured writing-focused peer assessment, small group instruction, targeted phonemic awareness, and parent-mediated reading routines. Key literacy gaps have been identified and informed the proposed intervention plan, which has a collaborative, multi-sensory approach with evidence-based practices to improve outcomes for learners. The role of other variables affecting teacher efficacy and literacy development may be explored in future studies.
Copyright (c) 2026 Rizza May V. Castillo, Leila L. Ravana https://creativecommons.org/licenses/by/4.0
Big-Idea Coherence Beliefs as Predictors of Instructional Integration Practices Among Public Secondary Biology Teachers in Masbate, Philip-pines
This descriptive-correlational study examined the relationship between big-idea coherence beliefs and instructional integration practices among 45 public secondary Biology teachers in Masbate, Philippines. We used two researcher-made instruments, the Big-Idea Coherence Belief Scale (BICoBS) and the Instructional Integration Practice Inventory (IIPI), both with excellent internal consistency (Cronbach's alpha: BICoBS = 0.93; IIPI = 0.97). The study described teachers' belief and practice levels, tested for group differences by experience, and examined the correlation between the two variables. Results showed a very high level of big-idea coherence belief (M = 4.69, SD = 0.31), strongest in the cross-cutting concepts domain (M = 4.74). Respondents similarly reported a very high level of instructional integration practice (M = 4.44, SD = 0.52), highest in assessment alignment (M = 4.51) and interdisciplinary linking (M = 4.49). Thematic unit planning yielded the lowest domain mean (M = 4.33). Kruskal-Wallis tests found no significant differences in big-idea coherence beliefs (H = 2.27, p = .519) or instructional integration practices (H = 0.51, p = .916) across experience groups. Both orientations are therefore uniformly distributed regardless of career stage. Spearman rank-order correlation revealed a significant moderate positive relationship between big-idea coherence beliefs and instructional integration practices (rs = .550, p < .001), with all domain-level correlations also significant (rs = .404 to .428). Content analysis of five lesson plans submitted by teachers revealed documentary evidence of explicit big-idea framing, systematic interdisciplinary linking, and conceptually demanding assessment tasks across multiple biology and science topics. These findings affirm that beliefs in conceptual coherence serve as meaningful predictors of integrative classroom behavior. We therefore underscore the importance of cultivating coherence-oriented pedagogical dispositions through professional development and pre-service teacher education in provincial Philippine settings.
Copyright (c) 2026 Erdee Cajurao, John Carlo Mortel, Edna Padre, Roel Ang https://creativecommons.org/licenses/by/4.0
Psychosocial Construction of Farming Identity Among Small-Scale Filipino Farmers
As the Philippine agricultural sector faces challenges due to the demographic shift by an aging farming population, this study did a paradigm shift to explore the psychosocial dynamics of knowledge transmission and farming identity construction. The findings of the study were able to help create strategic intervention programs such as the “Agri-Prestige” career orientation together with the “Farm-to-Phone” digital media campaign that aims to dismantle stigmas associated with farming and to rebrand it as something that is innovative. These programs could possibly provide valuable input for government agencies and agricultural institutions in applying it to develop policies to entice the youth to enter farming. Because societal stability is closely tied to food security, the declining agricultural workforce intensifies uncertainty about future food systems. With that, strengthening youth motivation to enter agriculture contributes to the renewal of farming communities, thereby reducing risks to food security and supporting social resilience. This study employed a phenomenological lens to delve deeper into the perspectives of ten (10) small-scale Filipino farmers. The balanced inclusion of five (5) older and five (5) younger farmers provided a rich foundation for exploration. Data were collected through dyadic interviews and were analyzed thematically. Findings reveal that farming is understood as a meaningful life practice that fosters character development, purpose, and work–life integration, while being a farmer is viewed as a socially and morally significant identity rooted in dignity, stewardship, autonomy, and faith. Intergenerational transmission extends beyond technical skills to include values such as perseverance, responsibility, and respect for the land, facilitated through observation, modeling, and shared experience. However, this process is hindered by psychosocial barriers such as social stigma, intergenerational conflict, and emotional strain, while strengthened by family support, cultural values, and personal commitment. Farming identity emerges as a socially constructed process formed through continuous participation, observation, and shared lived experiences. Through these interactions, younger farmers internalize not only technical competencies but also values, meanings, and emotional attachments to the land, shaping farming identity as both a vocation and a moral commitment. The findings suggest that agricultural sustainability requires more than financial aid; it necessitates strengthening farmers' psychosocial conditions as well. Ultimately, this study contributes to SDG 1 (No Poverty), SDG 2 (Zero Hunger), and SDG 8 (Decent Work and Economic Growth) by extending psychological applications to agricultural issues, ensuring sustainable talents in the future, and promoting national stability through the revitalized participation of the younger generation in farming.
Copyright (c) 2026 Alliana Trixie S. Ngo, Cristina E. Buizon, Abegail L. dela Ostia, Soledad C. Olaso, Princess Jhoana L. Ligue, Josefina C. Ochoa, Bobby dG. Lopez https://creativecommons.org/licenses/by/4.0
Quantifying the Conversation: Relationship Between Business Communi-cation Skills and Business Growth among Small Enterprises in Medina, Misamis Oriental, Philippines
This paper examined the connection between the skills of business communication and the perceived business growth among small business owners in the Municipality of Medina, Misamis Oriental, Philippines. The study used a quantitative correlational design to investigate the role of interpersonal and negotiation communication on four measures of business growth: revenue, employee development, profitability, and expansion. The study involved a total of 71 registered small business owners of five selected barangays and stratified random sampling was applied to make sure that there was fair representation. Appropriate statistical tools were used to analyze the data collected using a validated survey questionnaire. Results showed that there was a moderate positive relationship (r = 0.534, p = 0.000) between communication skills and business growth, which verified that effective communication is a major contributing factor to the success of an entrepreneur. Furthermore, it was found that interpersonal communication exerted a slightly higher impact on the indicators of growth than negotiation, which serves to highlight the importance of an environment of trust-based relationships in running business affairs. The paper has concluded that communication competence is one of the most important aspects in realizing sustainability, competitiveness and long-term development of small enterprises. The results can be of great use to business owners, government bodies, and business organizations aiming at developing programs to enhance communication skills and enhance local economic growth in an inclusive way.
Copyright (c) 2026 Michael John M. Ypil https://creativecommons.org/licenses/by/4.0