Divine Word International Journal of Management and Humanities (DWIJMH) (ISSN: 2980-4817)
Divine Word International Journal of Management and Humanities is owned and managed by Divine Word College of Laoag, and it is intended to publish quality research papers coming from different parts of the world, not limited to the institution with which the journal is affiliated. The journal concentrates on business management, education management, ethics, applied theology, Philosophy, and anthropology, and publishes four times a year (quarterly). This is an open-access journal, meaning all contents are freely available to users or their institution without charge. It focuses on the latest discussion on business management, education, ethics, theology, sociology, philosophy, and anthropology. It provides a platform for faculty or professors of business management, education, business ethics, anthropology, philosophy, and theology to publish and distribute their noble research findings in those areas. The target audiences of the journal are academicians, researchers, and practitioners
DWIJMH owns the research output but every research proponent reserves the right to authorship. Ownership of the copyright shall be in the name of the author(s). The Divine Word Publication shall have the first option to publish the manuscript of the research output. By submitting the research paper to the Divine Word Publication, the author and co-authors have declared that the paper has not been published in other publications.
Leadership styles and innovative work behavior: Examining the relationships between bureaucratic leadership, transformational leadership, and employee outcomes
The study aimed to examine the impact of bureaucratic and transformational leadership styles on employees' innovative work behavior within the institution. To deepen the understanding of the study, the literature was reviewed. The study used a descriptive assessment and correlational research design. The study population comprised all employees of Divine Word College of Laoag. The data-gathering instrument was a questionnaire, and ANOVA was used to analyze the data. The results suggest that bureaucratic and transformational were rated high and were similar to innovative work behavior. However, the regression analysis suggests no correlation between the two leadership styles and innovative work behavior. Thus, the study's hypothesis is rejected. The study recognizes its limitations due to its limited population and coverage. There is a need to conduct further studies on the current topic that involve a larger population and broader coverage, and that include intervening variables such as self-efficacy and psychological capital.
Copyright (c) 2026 Damianus Abun, Fredolin P. Julian, Frelyn B. Ranay, Bibeth L. Macatumbas-Corpuz, Ronalyn T. Tabur, Edly A. Agbisit https://creativecommons.org/licenses/by-nc-sa/4.0
Government benefits and services for senior citizens in Laoag City: A correlational study on profile, awareness, accessibility, and utilization
This study determined the socio-demographic profile of senior citizens in Laoag City and assessed their levels of awareness of, accessibility to, and utilization of government-mandated benefits and services for the calendar years 2024 and 2025. A total of 266 senior citizens participated in the study. Using a descriptive-correlational research design, data were collected through questionnaires and analyzed using Spearman rank-order correlation and Chi-square tests of independence to explore relationships among socio-demographic characteristics, awareness, accessibility, and utilization of benefits. Findings indicated that senior citizens were moderately aware of government-mandated benefits and services. Accessibility to these benefits and services was moderate. Utilization reflected these patterns, with discounts frequently accessed, while other programs were less used. Age and educational attainment had a significant relationship with awareness. Age and monthly pension showed a significant relationship with accessibility. Age, monthly pension, and impairment were significantly related to and are key determinants of utilization. The impairment type is also associated with utilization. Awareness was significantly and positively correlated with spatial, procedural, and overall accessibility for all benefits and services. The strongest relationship is observed in overall awareness and accessibility. Awareness of health services, temporary shelter services, and overall awareness showed a significant negative relationship with utilization of benefits and services. Senior citizens experienced moderate levels of problems across awareness, accessibility, and utilization of government-mandated benefits and services, with accessibility emerging as the most problematic area. Problems experienced by senior citizens were evident across the three variables of the study, with utilization all presenting significant challenges. Improving government-mandated benefits and services for senior citizens in Laoag City requires enhanced efforts across awareness, accessibility, and utilization, such as the need for structured barangay-based information campaigns, clear and senior-friendly materials, and targeted outreach to ensure inclusive information access, proactive enrollment, guided assistance, and active engagement strategies.
Copyright (c) 2026 Fe G. Respicio https://creativecommons.org/licenses/by-nc-sa/4.0
Assessing retention strategies and employee retention intention in Private Higher Education Institutions of Ilocos Sur: A Study on effectiveness, relationship, and generational differences
Retention Strategies Towards Employee Retention Intention in Private Higher Education Institutions in the 1st District of Ilocos Sur Maria Eloisa N. Frio, Master in Business Administration (MBA) Instructor, Divine Word College of Vigan, Vigan City, Ilocos Sur Elita B. Valdez, EdD: Professor, Master of Arts in Education, (MAED) St. Mary’s College, Inc., Sta Maria, Ilocos Sur Abstract This study examined the effectiveness of retention strategies and their influence on employee retention intention in private higher education institutions in the First District of Ilocos Sur. Specifically, it sought to determine: the level of effectiveness of institutional retention strategies in terms of working environment, leadership management, and employee development; the level of employee retention intention among faculty and staff; the significant relationship between retention strategies and employee retention intention; and whether there is a significant difference in employees’ perceptions of retention strategies across generational cohorts. The study was anchored on Retention Theory and Retention Intention Theory, which emphasize that organizational practices and support systems significantly shape employees’ commitment to remain in an institution. A descriptive–comparative correlational research design was utilized. Respondents consisted of forty seven (47) faculty and staff from selected private higher education institutions, chosen through stratified random sampling. Data were gathered using a researcher-made questionnaire that underwent validity and reliability testing. Statistical tools employed included mean to determine levels of effectiveness and retention intention, Pearson-r to examine relationships between variables, and ANOVA to test differences across generational groups. Findings revealed that retention strategies were generally perceived as effective, particularly in terms of working environment, leadership management, and employee development. Employee retention intention was found to be very high. Correlation analysis indicated a significant positive relationship between retention strategies and employee retention intention, suggesting that more effective organizational practices are associated with stronger employee commitment to remain in the institution. However, ANOVA results showed no significant differences in perceptions of retention strategies among generational cohorts. The study concludes that well-implemented retention strategies play a vital role in strengthening employee retention intention in private higher education institutions. The findings highlight the importance of supportive work environments, responsive leadership, and structured professional development programs in promoting institutional stability and sustainability. Keywords: Retention Strategies, Employee Retention Intention, Leadership, Work Environment, Employee Development
Copyright (c) 2026 Maria Eloisa N. Frio, Elita B. Valdez, EdD https://creativecommons.org/licenses/by-nc-sa/4.0
Competency and value profile of barangay nutrition scholars in Laoag City: Implications for capacity building
This study determined the demographic profile, competencies, and values of Barangay Nutrition Scholars (BNSs) in Laoag City as a basis for developing a research-based competency building and values development plan. Using a descriptive-comparative design and document analysis method, data were collected from BNSs, their supervisors, and punong barangays through questionnaires, analyses of documents and structured interviews. Findings revealed that the BNS workforce is predominantly female, largely within the midlife age group, and mostly college graduates, and relatively new in the nutrition program. Competency assessment indicated that BNSs possess very high levels of knowledge, skills, and abilities essential for effective nutrition program implementation, as corroborated by their supervisor and punong barangays. Evaluation of values highlighted very high levels of integrity and accountability and compassion and commitment among BNSs. These findings provided a basis for the design of a research-based plan aimed at enhancing competencies and reinforcing values through targeted training, mentoring, and performance recognition mechanisms. The plan was assessed as very highly valid and ready for implementation. The study findings confirm the principles underlying in the Competency Theory and the Values Theory. The study underscores the importance of aligning development interventions with the existing strengths and needs of BNSs to ensure continued effectiveness in community nutrition service delivery.
Copyright (c) 2026 Mary Jane Nicolas https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring the effect of system quality, information quality, and service quality on the taxpayer satisfaction in the eBIRForms System in RDO 008, Baguio City, Philippines
This study examined how system quality, information quality, and service quality affect taxpayers’ satisfaction with the eBIRForms system at BIR Revenue District Office 008 in Baguio City. Using the DeLone and McLean Information Systems Success Model, the research used a quantitative descriptive-correlational approach and surveyed 163 individual taxpayers. The data was analyzed using mean, Pearson correlation, and multiple regression methods. Results revealed that taxpayers generally perceived system, information, and service quality as acceptable, with service quality obtaining the highest rating. Overall satisfaction was interpreted as moderate. Correlation analysis showed very strong positive relationships between all three quality dimensions and taxpayers’ satisfaction. However, regression results indicated that only service quality and information quality significantly predict satisfaction, while system quality does not have a significant independent effect when other variables are considered. Based on these findings, the study suggests several actions. First, during busy periods, RDO 008 in Baguio City should improve service quality by creating clear support systems with set response times and enough staff to help many taxpayers. Second, taxpayer guidelines and instructions should be made simpler and consistent across all platforms to improve information quality. Third, better resource planning, upgrading infrastructure, and adding features like auto-save and real-time updates can make the system more reliable. Fourth, confirmation processes should be improved by providing instant downloadable receipts, SMS notifications, and easy access to transaction tracking. Fifth, regular feedback and performance reviews from taxpayers should be used for continuous monitoring. Lastly, the study recommends further research that includes more variables and wider comparisons. The findings indicate that in a mandatory digital tax environment, taxpayers’ satisfaction is not only influenced by technical system features alone but also through support services that are timely, reliable and taxpayer-focused and reliable and accurate information rather. The study underscores the need to strengthen both service delivery and information systems to improve the overall experience of taxpayers.
Copyright (c) 2026 Gleden Luzada https://creativecommons.org/licenses/by-nc-sa/4.0
DRRM program implementation in the Schools Division of the City of Batac: An examination of current practices and encountered challenges
Disaster Risk Reduction and Management (DRRM) plays a vital role in ensuring school safety and preparedness among learners and stakeholders. This study aimed to examine the implementation of DRRM practices in the Schools Division of the City of Batac focusing on existing challenges, and support mechanisms that strengthen disaster preparedness. A qualitative research design was utilized through responses gathered from DRRM Coordinators. Findings revealed that students demonstrate leadership and responsibility by actively participating in drills, emergency simulations, and awareness campaigns. However, challenges such as low student participation, unserious behavior during activities, limited resources, insufficient facilities, and lack of continuous training affect the effective implementation of DRRM programs. Despite these concerns, the presence of sufficient emergency equipment, continuous capacity-building initiatives, and partnerships with local DRRM offices significantly contribute to improving school preparedness. The study highlights the importance of strengthening stakeholder collaboration, enhancing student engagement, and sustaining training programs to promote a culture of safety and resilience within the school community. The results may serve as a basis for improving DRRM policies and implementation strategies in schools to ensure effective disaster preparedness and response.
Copyright (c) 2026 LAURENCE JUAN https://creativecommons.org/licenses/by-nc-sa/4.0
Impact of the sustainable livelihood program on beneficiaries in Laoag City: An assessment of social adequacy, economic sufficiency, and program effectiveness
The Sustainable Livelihood Program (SLP) aims to enhance the socio-economic well-being of beneficiaries by providing livelihood opportunities, skills development, and support services. This study designed a research-based development plan for an enhanced SLP in Laoag City based on the extent of availment of SLP, and social adequacy and economic sufficiency of its beneficiaries during the calendar year 2025. It also described the program track, modalities, and types of availed services and the beneficiaries’ social adequacy and economic sufficiency, analyzed the relationship between program availment and these outcomes, and identified challenges in accessing the program. A descriptive-correlational design was employed. Data were collected from beneficiaries using structured surveys and interviews. Quantitative data were analyzed with mean, weighted mean, t-tests, and regression analysis, while qualitative responses were thematically examined to identify challenges and support actionable recommendations. Results indicated that beneficiaries generally exhibited very high social adequacy and high economic sufficiency. Regression analysis revealed that program modalities, rather than program track or type of availment, significantly influenced economic sufficiency, highlighting the importance of strategic program delivery. The study also identified substantial structural, operational, and logistical challenges that constrained full utilization of SLP services. The data gathered and analyzed provided the bases for the development of a proposed plan to enhance the program. The plan was assessed by experts as valid. Based on these findings, recommendations focused on enhancing program effectiveness through targeted interventions, legal compliance, improved quality standards and local branding, expanded market access, and strengthened capacity-building and knowledge-sharing initiatives. Tailored training and support aligned with beneficiaries’ specific needs were emphasized to ensure equitable and sustainable outcomes. Addressing both structural and contextual barriers enhances the program’s potential to empower households, improve economic sufficiency, and foster long-term community development in Laoag City.
Copyright (c) 2026 Jermaine Sebastian https://creativecommons.org/licenses/by-nc-sa/4.0
Prioritizing an innovative work environment over work motivation for driving innovation: Evidence from Divine Word College of Laoag
The study aimed to examine the association of innovative work environment, work motivation, and innovative work behavior. To deepen the study's theoretical framework, the literature was reviewed. The study applied descriptive assessment and a correlational research design. The study population comprised all employees of the Divine Word College of Laoag, a total of 180. A total enumeration sampling was used. Validated questionnaires were used to gather the data. The study found a significant correlation between an innovative work environment and innovative work behavior; therefore, the hypothesis regarding their relationship is accepted. While there was no correlation between work motivation and innovative work behavior, the hypothesis is thus rejected. The study recognized its limitations due to its limited coverage, and there is a need to conduct further studies to include more institutions.
Copyright (c) 2026 Damianus Abun, Fredolin P. Julian, Reyes https://creativecommons.org/licenses/by-nc-sa/4.0
Reading comprehension and mathematical problem-solving skills of grade 10 students: A correlational study
RELATIONSHIP BETWEEN READING COMPREHENSION AND MATHEMATICAL PROBLEM- SOLVING ABILITY OF GRADE 10 STUDENTS Authors: Frank V. Pascua MAED student, St. Mary’s College Sta. Maria, Ilocos Sur Marife Lynn Azares MAED student, St. Mary’s College Sta. Maria, Ilocos Sur Elita B. Valdez, Ed.D, Professor, St. Mary’s College Sta. Maria, Ilocos Sur Abstract This study aimed to determine the relationship between reading comprehension and mathematical problem-solving ability of Grade 10 students of Bantay National High School, Ilocos Sur, during the School Year 2025–2026. Using a descriptive-correlational research design, the study investigated students’ reading comprehension across three domains—identifying main ideas and relevant details, understanding mathematical vocabulary and symbols, and interpreting multi-step or context-based word problems and assessed their proficiency in solving single-step and multi-step mathematical word problems. A total of 100 Grade 10 students from three sections were selected through total sampling. Data were gathered using two validated instruments adapted from Diaz (2022): the Reading Comprehension Diagnostic Test (RCDT) and the Mathematics Problem-Solving Test (MPST). Statistical tools such as mean, standard deviation, and Pearson’s r were used, with significance set at 0.05. Findings showed that students demonstrated Satisfactory mastery in identifying main ideas and understanding mathematical vocabulary but struggled significantly in interpreting multi-step or context-based word problems, where most fell under Developing and Beginning levels. Overall reading comprehension reflected a moderate level of mastery. In mathematical problem solving, nearly half of the students were at the Basic level, with notably low performance in multi-step problems, resulting in an overall low mastery classification. Pearson correlation analysis revealed a weak but statistically significant positive relationship between reading comprehension and mathematical problem-solving ability indicating that higher reading comprehension is associated with better problem-solving performance. The study concludes that while students possess foundational comprehension and problem-solving skills, they experienced substantial difficulty with higher-order, multi-step tasks in both literacy and mathematics. Strengthening instruction in mathematical vocabulary, contextual reading, and multi-step problem interpretation is recommended to improve overall academic performance. Keywords: Reading comprehension, mathematical problem- solving ability, Grade 10 students, Descriptive correlational.
Copyright (c) 2026 Frank V. Pascua, Marife Lynn Azares https://creativecommons.org/licenses/by-nc-sa/4.0
Implementing school-based solid waste segregation: Practices, challenges, and strategies for learner engagement among science teachers
Abstract Solid waste management remains a significant environmental concern in many communities, including schools where large amounts of waste are generated daily. Schools play an important role in promoting environmental awareness and responsible waste management practices among learners. This study examined the practices and challenges of science teachers in implementing school-based solid waste segregation programs and identified the strategies they use to encourage learners’ participation in waste management activities. The study employed a descriptive research design and utilized a researcher-made questionnaire to collect data from eighteen (18) science teachers in selected public elementary schools of Paoay District. The responses were analyzed using thematic analysis to determine common practices, strategies, and challenges experienced by the respondents. The findings revealed that science teachers implement several practices to promote proper waste segregation, including the use of labeled or color-coded waste bins, integration of waste management concepts in science lessons, classroom monitoring through assigned student roles such as eco-monitors, and participation in school clean-up drives and environmental campaigns. However, teachers encounter various challenges such as lack of student discipline, limited waste segregation facilities, inconsistent monitoring, and insufficient support from stakeholders. Despite these challenges, teachers employ different strategies to sustain student participation, including environmental awareness activities, recycling projects, reward systems, and collaboration with student organizations. The study concludes that science teachers play a vital role in promoting environmental responsibility and implementing school-based waste segregation programs, but stronger institutional support, adequate facilities, and continuous environmental education initiatives are necessary to strengthen and sustain these programs in schools.
Copyright (c) 2026 GENYMAR BAGASOL https://creativecommons.org/licenses/by-nc-sa/4.0
Challenges encountered and strategies of the key stage 2 ARAL tutors in the implementation of the ARAL Program: Philippine education
This study examined the lived experiences of 17 Key Stage 2 tutors in the Schools Division of the City of Batac during the implementation of the Academic Recovery and Accessible Learning (ARAL) Program. Employing a phenomenological qualitative design, the research explored the operational challenges and instructional strategies central to academic recovery. Findings revealed that tutors faced significant time constraints, diverse learner abilities, increased workloads, irregular attendance, and insufficient level-appropriate materials, all of which impeded foundational literacy and numeracy interventions. These challenges slowed skill mastery and shifted tutors’ focus from instruction to learner motivation and relationship-building. To address these barriers, tutors utilized differentiated instruction, scaffolded learning, game-based activities, peer collaboration, and localized materials to enhance accessibility. The study underscores that while the ARAL Program is crucial in responding to the learning crisis, its long-term effectiveness relies on extended instructional time, improved resource allocation, and institutional support for tutors. Results highlight the importance of a flexible, context-specific approach to promote meaningful learning recovery for struggling Filipino learners. Keywords: Alternative Recovery, Accessible Learning, Tutors, Key Stage 2, Program Challenges and Strategies
Copyright (c) 2026 Melody Aguinaldo https://creativecommons.org/licenses/by-nc-sa/4.0
Students' perception of the impact of AI integration on learning: Effectiveness and challenges
This study examined the impact of Artificial Intelligence (AI) integration on classroom engagement, academic performance, and learning habits among Grade 11 students at Data Center College of Laoag. Anchored on the Technology Acceptance Model and Self-Determination Theory, the research employed a mixed-method design combining quantitative survey data and qualitative thematic analysis. A total of 137 students participated in the survey, while 20 students provided in-depth responses to open-ended questions. Findings revealed that AI was generally perceived as effective, with an overall mean of 3.00 (Agree). Classroom engagement obtained the highest mean (3.02), followed by learning habits (3.00) and academic performance (2.88), all interpreted as “Agree”. Students reported increased motivation, confidence, productivity, improved time management, and enhanced access to learning resources. However, qualitative findings also identified concerns regarding over-reliance on AI, diminished critical thinking, academic integrity issues, privacy risks, and internet accessibility challenges. The study concludes that AI holds moderate but meaningful potential to enhance engagement and academic outcomes in Senior High School. Nevertheless, its effectiveness depends on guided instructional implementation, ethical safeguards, and equitable access. The findings provide localized empirical evidence that may inform instructional strategies, institutional policies, and responsible AI integration in Philippine secondary education.
Copyright (c) 2026 RICHELLE MERCADO https://creativecommons.org/licenses/by-nc-sa/4.0
Managing short attention span and low engagement behavior among early childhood learners: Perspectives of early childhood teachers
Attention and engagement are critical to early childhood learning, yet context-specific evidence on how these behaviors and teacher responses manifest in actual classrooms remains limited. This study examined the behavioral manifestations of short attention span and low engagement among early childhood learners and to identify teachers’ responses to these challenges in authentic classroom settings. A mixed-method approach was employed, involving 20 early childhood teachers from private schools in Pasuquin, Ilocos Norte, using a structured survey questionnaire to gather classroom-based responses. Means and thematic analysis were used to analyze the data. Results revealed that attention-related difficulties were generally at a moderate level, primarily characterized by distractibility and difficulty sustaining focus, while engagement-related behaviors ranged from low to moderate levels, often reflected in passive participation, limited initiative, and minimal communication. Distractibility and environmental sensitivity emerged as prominent factors affecting learners’ ability to maintain attention, whereas engagement was influenced by task design, instructional clarity, and opportunities for interaction. Teachers reported employing various strategies such as instructional scaffolding, environmental modification, behavioral reinforcement, and socio-emotional support to address these concerns. The findings suggest that attention and engagement are interrelated constructs shaped by both internal developmental factors and external classroom conditions, aligning with sociocultural perspectives that emphasize the role of guided interaction in learning. Therefore, early childhood educators adopt structured, learner-centered, and interactive teaching strategies, strengthen classroom management and scaffolding techniques, and engage in continuous professional development to enhance their capacity to support sustained attention and active engagement. Additionally, educational institutions should provide institutional support and training programs that promote developmentally appropriate practices to improve overall learning outcomes among young learners.
Copyright (c) 2026 Christian Angelo Mateo https://creativecommons.org/licenses/by-nc-sa/4.0
Challenges and approaches in teaching emerging readers: Experiences of Grade School teachers in the Philippines
Early literacy development is a critical foundation for learners’ academic success, particularly in the primary grades where reading skills are first established. This study aimed to explore the difficulties encountered by Grade I and Grade II teachers in addressing emerging readers and to identify the strategies they use to support learners with reading challenges in the classroom. The study utilized a qualitative descriptive research design, collecting data through open-ended survey responses from sixteen (16) Grade I and II teachers. Findings revealed that teachers commonly experience several challenges in teaching emerging readers. These include learners’ difficulty in recognizing letters and sounds, problems with decoding words, lack of retention of previously learned reading skills, limited parental support at home, and insufficient time for individualized instruction due to large class sizes and multiple school responsibilities. These difficulties often affect learners’ ability to comprehend lessons and perform well across other subject areas. Despite these challenges, teachers employ various strategies to support struggling readers. These strategies include phonics-based instruction such as the Marungko approach, use of flashcards and reading materials, differentiated instruction, guided reading, peer tutoring, and individualized remediation sessions. Teachers also encourage parental involvement and establish reading routines to reinforce literacy skills outside the classroom. The study concludes that teaching emerging readers requires patience, creativity, and continuous instructional adjustments to meet learners’ diverse needs. Providing teachers with adequate training, instructional resources, and institutional support is essential in strengthening early literacy instruction and improving the reading proficiency of learners in the primary grades.
Copyright (c) 2026 PRINCESS JOY DELA CRUZ https://creativecommons.org/licenses/by-nc-sa/4.0
Linking reading comprehension and math problem solving: Teachers' views and instructional strategies
This study aimed to determine Grade 6 teachers' perception of the relationship between reading comprehension and mathematical word problem-solving abilities of Grade 6 pupils in the Bucay District. This study employed a descriptive-correlational research design to explore the extent of association between reading comprehension and mathematical word problem solving. Descriptive statistics, mainly the weighted mean to summarize teachers' perception, and Pearson’s r correlation coefficient, were used to determine the relationship between reading comprehension and mathematical word problem solving. The population of the study included all 50 Grade 6 teachers currently teaching in public elementary schools within the Bucay District. The findings revealed that: teachers had always a consistent view in the improving the reading comprehension skills of their pupils by explicitly teaching them how to break down word problem and help them extract relevant data from math word problem; teachers view on the pupils’ ability to solve mathematical word problem is very high, emphasize that bridging reading and math improves critical thinking and assert that pupils should be assessed in both reading and math word problems.
Copyright (c) 2026 John Mael Collado, ELITA VALDEZ https://creativecommons.org/licenses/by-nc-sa/4.0
Challenges, strategies, and recommendations for implementing Quality Management System (QMS) in the schools division of the City of Batac: A phenomenological study
This study examined the challenges encountered by elementary school heads in implementing the Quality Management System (QMS) in the Schools Division of the City of Batac, with the aim of identifying the difficulties they faced, the strategies they used to sustain QMS implementation, and their recommendations to improve its effectiveness in schools. A qualitative research design was employed, and data were collected through semi-structured interviews and open-ended questionnaires from fifteen (15) elementary school heads, which were analyzed using Braun and Clarke’s six-phase thematic analysis to identify common patterns and themes. The findings revealed that school heads faced challenges such as limited knowledge and understanding of QMS, workload and time constraints, resource limitations, and inadequate technical support, and to address these, they applied strategies including strong leadership and accountability, strategic planning, staff engagement, effective resource management, data-driven decision-making, and continuous professional development. Participants also recommended continuous training, systematic auditing and monitoring, integration of QMS into school operations, strengthened leadership, and stakeholder collaboration. Overall, the study concludes that effective QMS implementation requires continuous capacity building, sufficient resources, and strong institutional support to sustain quality management practices in schools.
Copyright (c) 2026 Oliveth Jerez https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring the challenges and strategies of multigrade teachers in implementing reading remediation sessions
This study explored the difficulties encountered and the strategies employed by multigrade teachers in the Bangui District during reading remediation sessions. Using a descriptive qualitative design, data were collected through an open-ended Google Form survey distributed to 15 multigrade teachers. The study aimed to identify the challenges faced in managing diverse learners, addressing differences in reading levels, and coping with limited time and instructional resources, as well as the strategies used to overcome these difficulties. Findings revealed that teachers experience challenges such as short learner attention spans, misbehavior, lack of motivation, and scarcity of reading materials. In response, teachers employed adaptive strategies including grouping learners by reading ability, peer tutoring, repeated reading exercises, use of visual aids, modularized instruction, and integration of community and parental support. Professional development activities, such as Learning Action Cells (LACs) and teacher trainings, also enhanced teachers’ remediation practices. The study highlights the resilience, creativity, and commitment of multigrade teachers in ensuring learning continuity despite the constraints of multigrade classrooms. The findings provide insights for school administrators and policymakers to support effective remediation programs in rural and resource-limited settings.
Copyright (c) 2026 Jaypee Fernandez https://creativecommons.org/licenses/by-nc-sa/4.0
Identifying challenges and different contributing factors in Grade 1 reading and literacy competencies: A multifaceted approach
Although early literacy is well-studied, context-specific evidence on which reading competencies challenge Grade 1 learners and how home and school factors influence these difficulties remains limited. This study addressed this gap by examining literacy competencies and contributing factors among Grade 1 learners in selected private elementary schools in Ilocos Norte. An explanatory sequential mixed-methods design was used, collecting quantitative data from 21 teachers via a needs assessment survey, followed by qualitative data from open-ended responses. Descriptive statistics and thematic analysis were used to analyze the data. Findings show learners master basic phonological awareness and print knowledge but struggle with decoding, phoneme blending, high-frequency word recognition, and comprehension of informational texts. A gap was observed between strong oral language skills and performance in structured reading tasks. Contributing factors include limited vocabulary, insufficient foundational skills, short attention span, minimal home reading exposure, low parental involvement, inadequate resources, and low engagement. The study highlights the need for explicit, systematic, and differentiated instruction, print-rich environments, and strengthened home–school partnerships to support the transition to fluent reading. Keywords: Early Literacy, Reading Competencies, Phonological Awareness, Decoding Skills, Learner Factors
Copyright (c) 2026 NEIL JOHN MADAMBA https://creativecommons.org/licenses/by-nc-sa/4.0
College teachers' remediation strategies for academically challenged students: Challenges and practices
This study examines the instructional strategies and challenges encountered by college instructors in implementing remedial instruction at Divine Word College of Vigan. Grounded in Cognitive Load Theory, Tinto's Student Integration Model, and social constructivism, the research looked to understand how remediation is operationalized in higher education and the factors that support or hinder its effectiveness. Using a qualitative research design, twelve (12) college instructors were selected through purposive sampling to ensure diverse perspectives in instructional and remedial processes. Data were analyzed thematically, integrating both frequency counts and narrative responses to produce a thorough depiction of existing practices. Findings showed three primary remedial strategies: targeted student support, instructional scaffolding, and collaborative or technology-enhanced learning activities. Instructors highlighted one-on-one consultation, consistent formative feedback, and personalized guidance as core practices that address diverse student needs. Scaffolding methods-namely, breaking projects into smaller steps, using worked examples, and providing structured prompts-were applied to reduce cognitive overload and facilitate gradual mastery. Collaborative activities, peer tutoring, and technology tools further strengthened engagement and conceptual understanding. Despite these efforts, teachers described significant obstacles that limit effective remediation. These include resource and material deficits, specifically the lack of proper learning materials and technical support; instructional capacity constraints related to heavy workloads, large class sizes, and limited professional development opportunities; and structural or student-related barriers, including inconsistent attendance, low motivation, and inadequate institutional support. The study concludes that while instructors employ evidence-based remediation strategies, sustained improvement requires stronger institutional support, systematic program development, and enhanced access to instructional resources.
Copyright (c) 2026 Joanna Mae Rafanan https://creativecommons.org/licenses/by-nc-sa/4.0
Challenges in developing beginning reading skills among key stage 1 learners: Perspectives of teachers, parents, and learners
Beginning reading difficulties among Key Stage 1 learners pose significant challenges to early literacy development, arising from the interplay of learner-related, instructional, and contextual/home factors. This qualitative study explored the experiences of 17 learners, three teachers, and three parents at Elizabeth Elementary School to identify the factors contributing to early reading challenges. Semi-structured interviews revealed that learner-related issues, including deficits in phonological awareness, low reading fluency, and limited motivation, impede the acquisition of foundational reading skills. Instructional limitations, such as inadequate scaffolding, insufficient individualized support, and scarcity of reading materials, further constrain learners’ opportunities for practice and skill development. Contextual and home-related factors—including low parental engagement, parental illiteracy, minimal literacy exposure at home, and socioeconomic constraints—exacerbate reading difficulties. The findings underscore the necessity for comprehensive, context-specific interventions that integrate targeted instruction, teacher professional development, and enhanced parental involvement. Addressing these cognitive, instructional, and environmental dimensions simultaneously can improve early literacy outcomes, mitigate persistent reading difficulties, and support sustainable educational engagement, consistent with the principles of the Simple View of Reading.
Copyright (c) 2026 Lourd Rageeve Rosqueta https://creativecommons.org/licenses/by-nc-sa/4.0
A phenomenological study on play-based learning in Kindergarten: Experiences, challenges, and coping strategies of teachers
Play-based learning is widely recognized as a developmentally appropriate approach in early childhood education because it supports children’s cognitive, social, emotional, and physical development.This study explored the challenges and experiences of kindergarten teachers in implementing play-based learning. Using a descriptive phenomenological research design, data were collected from fifteen (15) kindergarten teachers of Paoay District through an open-ended questionnaire administered via Google Forms. The responses were analyzed using thematic analysis to identify common patterns in the participants’ experiences. The findings revealed that teachers generally perceive play-based learning as an effective and engaging instructional approach that enhances learners’ participation, creativity, and social interaction. However, several challenges affect its implementation, including large class sizes, limited instructional materials, time constraints, and classroom management difficulties. Despite these challenges, teachers demonstrated adaptability by improvising learning materials, organizing structured play activities, and applying classroom management strategies to sustain meaningful learning experiences. The study concludes that while teachers recognize the significant role of play-based learning in supporting young learners’ development, strengthening institutional support, providing adequate resources, and offering continuous professional development opportunities are essential to improve its effective implementation in kindergarten classrooms.
Copyright (c) 2026 LERISSA ANCHETA https://creativecommons.org/licenses/by-nc-sa/4.0
Strategies in addressing reading difficulties in elementary schools: Teacher perspectives
This study explored teachers’ experiences in handling reading difficulties among pupils in selected elementary schools in Pagudpud, Ilocos Norte. Using a descriptive qualitative design, data were collected from 16 teachers through a semi-structured questionnaire and analyzed using thematic analysis. The findings revealed that common reading difficulties include challenges in decoding, reading comprehension, and vocabulary. These difficulties affect learners’ reading performance and classroom participation. Teachers addressed these challenges through phonics-based instruction, guided reading, and the use of instructional materials. The study concludes that consistent and targeted instructional strategies are essential in improving learners’ reading skills and supporting their academic development. It is recommended that other studies may also explore the effectiveness of specific reading interventions using quantitative or mixed-method approaches to further strengthen literacy programs.
Copyright (c) 2026 Sheryl Agullana https://creativecommons.org/licenses/by-nc-sa/4.0
Challenges and strategies in integrating educational technologies: Perspectives of public-school teachers
The integration of technology in classroom instruction plays a vital role in enhancing teaching effectiveness and student engagement in the 21st-century learning environment. This study examined the difficulties encountered and strategies employed by public school teachers in integrating technology. This study used a qualitative descriptive design. Data were collected from fifteen teachers at Florentino Camaquin Integrated School through open-ended questionnaire and follow-up interviews and analyzed using thematic analysis. The findings revealed key challenges, including limited access to resources, technical difficulties, lack of training and support, and time constraints. To address these, teachers employed strategies such as continuous professional development, self-directed learning, problem-solving, and the use of alternative teaching methods. The study concludes that, despite teachers’ adaptability, enhanced institutional support, better infrastructure, and ongoing training are needed to improve technology integration in classrooms.
Copyright (c) 2026 Ma. Justine Joy Bringas https://creativecommons.org/licenses/by-nc-sa/4.0
Utilization and implementation of an integrative approach in teaching Araling Panlipunan in the Philippine education: Practices and challenges
This research explores the utilization of an integrative approach in teaching Araling Panlipunan (Philippine Social Studies) in elementary grades. The study investigates the extent of integration, how teachers employ the approach, and the challenges faced in implementation. Through a mixed-methods research design, data were collected from elementary school teachers using interviews and lesson plan analysis. The findings reveal diverse levels of integration among participants, with some teachers infrequently using the approach while others integrate it consistently. The most frequently integrated parts of lessons are Application, Motivation, Discussion, and Assignment, highlighting a focus on real-world application and interactive learning. Challenges identified include negative attitudes, resource limitations, insufficient training, and weak leadership, which require targeted interventions for improvement. Addressing these challenges can enhance student engagement, motivation, and learning outcomes, contributing to holistic development and critical thinking skills essential for real-world challenges.
Copyright (c) 2026 Krizza Madrid https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing numeracy skills in multigrade classrooms: Instructional challenges and teaching strategies
This study examined the strategies and struggles of multigrade teachers in improving learners’ numeracy skills using a qualitative research design. Data were collected through Google Forms distributed to elementary multigrade teachers, and thematic analysis was used to interpret the responses. The findings revealed that multigrade teachers encounter challenges in lesson planning, classroom management, and preparation of instructional materials when teaching numeracy. Despite these challenges, teachers employ strategies such as differentiated instruction, peer tutoring, and visual aids and manipulatives to enhance learner engagement and understanding. External support from school administrators, colleagues, and the community was also found to help improve instructional practices. Overall, the study concludes that adaptive teaching strategies and institutional support play important roles in improving numeracy instruction in multigrade classrooms.
Copyright (c) 2026 Lovely Cabebe https://creativecommons.org/licenses/by-nc-sa/4.0
Teachers’ experiences with the Marungko Approach: Challenges and recommendations
This study examined the lived experiences of Grade 1 teachers in the Schools Division of the City of Batac in implementing the Marungko Approach for beginning reading. Recognizing reading as a foundational literacy skill, the study sought to understand how teachers enact this structured, phonics-based program, the challenges they face, and the strategies they recommend to enhance instruction. Employing a qualitative descriptive phenomenological design, fifteen Grade 1 teachers were purposively selected as participants. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s six-phase thematic analysis. Findings indicate that teachers view the Marungko Approach as highly structured and learner-centered, employing stepwise phonics instruction, multisensory teaching, guided practice, interactive activities, and differentiated instruction to support learners’ decoding skills, reading fluency, and confidence. Key challenges included variability in learner pacing, difficulties with sound blending, and limited instructional resources, whereas supportive classroom environments, motivated learners, and access to school-provided materials facilitated effective implementation. Teachers recommended enhancing the approach through interactive and multisensory resources, targeted support for struggling readers, ongoing professional development, collaborative peer networks, and scaffolded phonics-based activities. The study highlights the critical role of teacher expertise, adaptive strategies, and instructional resources in the successful implementation of structured phonics programs, offering practical insights for improving early literacy instruction and informing policy and practice in primary education.
Copyright (c) 2026 MARLENE DICULEN https://creativecommons.org/licenses/by-nc-sa/4.0
Competence and professional development needs of teachers in mathematics instruction: Cordillera Administrative Region, Philippine context
An assessment study on the charting the course for early math success: an analysis of Grade 2 teachers’ competence and development needs in the Division of Abra. This study employed a descriptive-correlational research design to analyze the competence and professional development needs of Grade 2 teachers in mathematics instruction. The population consisted of all the 50 Grade 2 teachers currently assigned to public elementary schools in the Bucay District. These teachers are directly responsible for delivering mathematics instruction at the Grade 2 level. Methodologically, the study utilized the Weighted Mean for the level of competence and professional development needs of Grade 2 teachers in mathematics instruction and with the Pearson Product Moment Correlation Coefficient to test the relationship between level of competence and professional development needs. Study concludes that the Grade 2 teachers have a high competence on mathematics instruction in terms of content knowledge; pedagogical strategies; and on assessment practices. Their professional development needs in mathematics instruction is an urgent need particularly in the application of strategies for engaging learners in math problem-solving and strategies for teaching number sense and operations and designing formative and summative math assessments. The teachers' perceived professional development needs do not significantly relate to their current competence in teaching mathematical word problems.
Copyright (c) 2026 Cheena Joy Cardenas, Elita B. Valdez https://creativecommons.org/licenses/by-nc-sa/4.0
Lesson planning challenges and best practices among multigrade teachers
ABSTRACT This study aimed to identify the challenges faced by beginning multigrade (MG) teachers and to examine the practices of highly proficient MG teachers in lesson planning within the Schools Division of Ilocos Norte. To gather comprehensive data, the researcher employed a total enumeration approach in administering survey questionnaires to all 78 beginning MG teachers, ensuring that every teacher’s experiences and perspectives were captured. In addition, purposive sampling was used to conduct unstructured interviews with 11 highly proficient MG teachers, allowing the researcher to gain in-depth insights into effective teaching practices and strategies in multigrade classrooms. The collected data were analyzed using descriptive analysis for the quantitative survey results and thematic analysis for the qualitative interview responses. Through this process, key themes emerged that characterize the practices of highly proficient MG teachers, including strategic lesson integration, differentiated and learner-centered instruction, integration of subjects and skills, effective time and resource management, utilization of multigrade instructional frameworks, and mentoring. These findings provide a detailed understanding of both the challenges confronting novice MG teachers and the evidence-based strategies employed by experienced educators to promote effective and inclusive learning across multiple grade levels. Keywords: Multigrade teaching, Lesson planning, Beginning teachers, Highly proficient teachers, professional development, Mixed method study
Copyright (c) 2026 Elmer Gaño https://creativecommons.org/licenses/by-nc-sa/4.0
Understanding juvenile delinquency in elementary schools: Causes, manifestations, and educational interventions
This study examines the causes, manifestations, and educational interventions related to juvenile delinquency among elementary school learners at Cabeza Elementary School, Laoag City, Ilocos Norte. Using a descriptive qualitative design, the experiences of twenty one teachers were explored through purposive sampling and online open-ended questionnaires via Google Forms. Thematic analysis revealed three main causes of delinquent behavior: family environment, peer influence, and emotional challenges. Common manifestations included bullying, classroom disruption, truancy, and defiance of school rules. In response, teachers employed strategies such as positive classroom management, behavioral guidance, and parent–teacher collaboration. The findings highlight the importance of early intervention, emotional support, and collaborative efforts between schools and families to promote positive behavior and maintain an effective learning environment.
Copyright (c) 2026 Mario Alonzo https://creativecommons.org/licenses/by-nc-sa/4.0
Harvesting benefits: Exploring the impacts and barriers of school garden programs
This study investigated the benefits and challenges of implementing school garden programs in elementary schools, focusing on their impact on students’ learning, environmental awareness, health, and social development. Using a descriptive phenomenological approach, the experiences of fifteen teachers, staff, and students were explored through purposive sampling and open-ended questionnaires. Thematic analysis revealed four major benefit areas: academic and experiential learning, environmental awareness and sustainability, health and well-being, and social development and community building. Simultaneously, schools faced challenges related to resource constraints, time limitations, garden maintenance, and stakeholder engagement. Quantitative data highlighted the prevalence of each theme, indicating that school gardens foster hands-on learning, responsible environmental behavior, healthier eating habits, and teamwork, while challenges require careful planning, collaboration, and creative solutions. The findings underscore the importance of integrating school gardens into the curriculum and promoting active involvement of teachers, parents, and community members to maximize their educational and social impact.
Copyright (c) 2026 ROAN BAGAOISAN https://creativecommons.org/licenses/by-nc-sa/4.0
Service quality and customer satisfaction in car care: A study of providers in Ilocos Norte
Abstract This study assessed the level of customer satisfaction on the services offerings of car care service providers in Ilocos Norte, Philippines. Specifically, it determined the services commonly availed by customers, assessed their expectations and perceptions of the services and the gaps between expectations and perceptions, the challenges encountered, and overall satisfaction. It also analyzed the relationships between expectations, perceptions, and challenges with customer satisfaction. The study was anchored on several service quality and consumer behavior theories, and models namely: Expectancy–Disconfirmation Theory (EDT), Service Recovery and Justice Theory, Customer Experience (CX) and Service Process Lens Theory, Customer Satisfaction Theory, Customer Relationship Management Theory, the GAP Model of Service Quality, and the Kano Model of Customer Satisfaction. A descriptive–correlational research design was employed using a survey questionnaire administered to 300 customers who availed services of 2 (two) five-star car care service providers in Ilocos Norte. Convenience sampling was utilized in selecting the respondents. Data were analyzed using frequency, percentages, ranking, weighted mean, Spearman’s rank correlation coefficient (ρ) , and Paired sample t-test with the aid of the Statistical Package for Social Sciences (SPSS) version 20. Findings showed that change oil service was the most availed service, while pulldown transmission service was the least availed. Customers exhibited high expectations and high perceptions of the service offerings. Statistical analysis further revealed that no significant gaps existed between customer expectations and perceptions across the services. The challenges encountered by customers were generally rated as slightly serious, with wheel alignment services having the most concerns. Overall, customers were very satisfied with the service offerings of car care providers. Further, correlation analysis showed that most services did not demonstrate a significant relationship between expectations, perceptions, challenges, with customer satisfaction, except for selected services such as change oil service, wheel alignment, diagnostic scanning, and electrical services. The study concludes that five-star car care service providers in Ilocos Norte generally meet customer expectations and maintain high levels of customer satisfaction, although minor operational challenges remain.
Copyright (c) 2026 Verna Pagtama https://creativecommons.org/licenses/by-nc-sa/4.0