QualiSearch Journal of Educational Research and Practice
October 2025 | Volume 1, Issue 5 | ISSN 3082-5636
Towards a Unified National Sports Development Framework: A Holistic Athlete Development Model and Toolkit Guide
Ana Dulce B. Yango
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
yangoanadulce@gmail.com
Abstract
This study explored the fragmented structure of the Philippine sports governance system and proposed a unified national framework for athlete development. Utilizing a qualitative phenomenological design, the research engaged fifteen key stakeholders from the Department of Education (DepEd), Commission on Higher Education (CHED), Philippine Sports Commission (PSC), Games and Amusements Board (GAB), and the legislative sector. Through in-depth interviews, the study revealed five core themes: fragmentation of institutional mandates, absence of structured athlete transition programs, outdated policies and monitoring systems, limited inter-agency collaboration, and lack of holistic athlete welfare support. Findings highlighted the urgent need for harmonized governance, digital data integration, and sustainable collaboration among agencies. Anchored on Bronfenbrenner’s Ecological Systems Theory and the Long-Term Athlete Development (LTAD) Model, the study proposed the Unified National Sports Development Framework and Holistic Athlete Development Toolkit as mechanisms to align educational, policy, and athletic systems. This framework seeks to institutionalize inter-agency coordination, ensure athlete welfare, and foster evidence-based governance. By grounding the framework in the lived experiences of policymakers, educators, and sports administrators, the study contributes a policy-driven and human-centered roadmap toward inclusive, structured, and sustainable sports development in the Philippines.
Keywords: sports governance, athlete development, inter-agency collaboration, policy framework, holistic sports model
Yango, A. D. B. (2025). Towards a unified national sports development framework: A holistic athlete development model and toolkit guide. QualiSearch Journal of Educational Research and Practice, 1(5). https://www.qualisearchjournal.org/archive/volume-1-issue-5-october-2025/unified-national-sports-development-framework
The Ripple Effect: Understanding the Impact of Compassion Fatigue on Nursing Care Quality in the ICU of Selected Private Hospitals in Tacloban City
Marian Therese V. Balagapo
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
marianbalagapo@gmail.com
Abstract
This quantitative descriptive–correlational study investigated the impact of compassion fatigue on the perceived quality of nursing care among Intensive Care Unit (ICU) nurses in selected private tertiary hospitals in Tacloban City. A total of eighty-eight ICU nurses participated through total population sampling. Data were gathered using two standardized instruments: the Compassion Fatigue Short Scale (Yıldırım & Cavcav, 2020) and the Perceived Nursing Care Quality Scale (LaSala et al., 2017). Descriptive and inferential statistics were applied, including mean, standard deviation, t-test, ANOVA, and Pearson’s correlation. Findings revealed a moderate level of compassion fatigue among ICU nurses (M = 2.79, SD = 0.88), primarily reflected in physical exhaustion and occasional emotional strain. Despite this, nurses rated their perceived quality of care as very high (M = 3.34, SD = 0.57), emphasizing empathy, responsiveness, and cultural sensitivity. Results indicated no significant correlation between compassion fatigue and perceived nursing care quality, suggesting that emotional fatigue did not diminish the nurses’ self-perceived performance standards. Significant differences in compassion fatigue were observed based on age, shift length, and hospital assignment, while gender and years of experience showed no significant influence. The study underscores the resilience and professionalism of ICU nurses and recommends institutional wellness programs, shift management reforms, and compassion fatigue awareness initiatives to sustain care quality and promote nurses’ emotional well-being.
Keywords: compassion fatigue, nursing care quality, ICU nurses, Tacloban City, quantitative correlational study
Balagapo, M. T. V. (2025). The ripple effect: Understanding the impact of compassion fatigue on nursing care quality in the ICU of selected private hospitals in Tacloban City. QualiSearch Journal of Educational Research and Practice, 1(5). https://www.qualisearchjournal.org/archive/volume-1-issue-5-october-2025/impact-of-compassion-fatigue-on-nursing-care-quality
Exploring the Experiences and Practices of Special Education Transition Programs in Southeast Asian Countries: A Comparative Inquiry
Melanie E. Simeon
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
melaniesimeon555@gmail.com
Abstract
This qualitative descriptive–comparative study explored the experiences and practices of special education transition programs in selected Southeast Asian countries, specifically the Philippines, Malaysia, Thailand, and Indonesia. Using secondary data sources and phenomenological analysis of teacher narratives, the study identified four emergent themes: multifaceted roles and responsibilities, emotional investment and invisible labor, policy–practice disconnection, and hope and resilience toward inclusion. Findings revealed that teachers play pivotal roles as educators, counselors, and advocates, often compensating for institutional gaps through creativity and empathy. Despite policy commitments to inclusive education, implementation remains inconsistent due to fragmented inter-agency coordination, limited funding, and lack of standardized transition frameworks. Teachers’ emotional resilience and moral commitment emerged as key forces sustaining transition programs in resource-constrained settings. The study underscores the importance of recognizing educators’ emotional labor, institutionalizing inter-sectoral collaboration, and strengthening professional development focused on transition planning. It further suggests that the sustainability of inclusive education depends on aligning policy intentions with the lived realities of teachers and learners. The findings contribute to the growing discourse on inclusive education in Southeast Asia by emphasizing the human, emotional, and structural dimensions shaping transition practices.
Keywords: inclusive education, transition programs, special education, Southeast Asia, teacher experiences
Simeon, M. E. (2025). Exploring the experiences and practices of special education transition programs in Southeast Asian countries: A comparative inquiry. QualiSearch Journal of Educational Research and Practice, 1(5). https://www.qualisearchjournal.org/archive/volume-1-issue-5-october-2025/special-education-transition-programs-in-southeast-asian-countries
Experiences of Special Education Teachers in Utilizing Positive Reinforcement to Enhance Student Engagement in the Classroom
Ramona B. Bardaje
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
starryaqua46@gmail.com
Abstract
This qualitative descriptive study explored the lived experiences of eight special education teachers in utilizing positive reinforcement as a strategy to enhance student engagement in the classroom. Conducted within the Ector County Independent School District in Odessa, Texas, the study sought to understand how teachers perceive, implement, and adapt reinforcement techniques to motivate learners with diverse disabilities. Data were gathered through structured interviews and analyzed thematically following Braun and Clarke’s framework. Findings revealed that positive reinforcement served as a catalyst for engagement, motivation, and behavioral improvement, promoting a supportive learning environment grounded in empathy and recognition. Teachers emphasized the importance of personalization and consistency in reinforcement practices, noting that individualized rewards and timely feedback strengthened students’ intrinsic motivation and participation. However, challenges such as limited time, insufficient resources, and administrative workload hindered consistent implementation. Despite these constraints, the participants demonstrated adaptability through reflective and collaborative practices, continuously modifying strategies to meet student needs. The study affirms that positive reinforcement is an effective pedagogical and behavioral approach in special education, fostering not only improved engagement but also emotional growth and social inclusion. It recommends institutional support for teacher training, adequate resources, and policy frameworks that sustain reinforcement-based practices within inclusive learning environments.
Keywords: positive reinforcement, student engagement, special education teachers, inclusive education, qualitative descriptive study
Bardaje, R. B. (2025). Experiences of special education teachers in utilizing positive reinforcement to enhance student engagement in the classroom. QualiSearch Journal of Educational Research and Practice, 1(5). https://www.qualisearchjournal.org/archive/volume-1-issue-5-october-2025/utilizing-positive-reinforcement-to-enhance-student-engagement
Emotional and Psychological Influence of End-of-Life Care on Nurses’ Well-Being
Rhea B. Allibas
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
rheabalibas22@gmail.com
Abstract
This study examined the emotional and psychological influence of end-of-life (EoL) care on nurses’ well-being in a Level 3 private hospital in Tacloban City. Using a descriptive–correlational research design, it explored how nurses’ demographic profiles, professional experiences, and departmental assignments relate to their emotional and psychological responses when caring for dying patients. Eighty-five registered nurses participated through a validated self-administered questionnaire adapted from established scales, including the Professional Quality of Life Scale and the Frommelt Attitudes Toward Care of the Dying Scale. Data were analyzed using descriptive statistics and Analysis of Variance (ANOVA). Findings revealed that most nurses experienced moderate emotional strain, balanced by compassion satisfaction and professional fulfillment. Emotional and psychological well-being scores were generally high, indicating adaptive coping and resilience despite the distress inherent in EoL care. Although statistical relationships between exposure to EoL care and well-being were not significant, trends suggested that professional experience, departmental exposure, and supportive environments foster emotional stability. The results highlight the importance of institutional support systems, such as structured debriefings and resilience programs, to sustain nurses’ well-being. The study concludes that caring for dying patients profoundly shapes nurses’ emotional and psychological health, underscoring the need for holistic strategies that care for both patients and caregivers.
Keywords: end-of-life care, nurses’ well-being, emotional strain, psychological resilience, compassion satisfaction
Allibas, R. B. (2025). Emotional and psychological influence of end-of-life care on nurses’ well-being. QualiSearch Journal of Educational Research and Practice, 1(5). https://www.qualisearchjournal.org/archive/volume-1-issue-5-october-2025/emotional-and-psychological-influence-of-end-of-life-care
Overcrowding in the Emergency Department of a Level Three Hospital: Implications for Patient Satisfaction and Service Quality
Shannon Lope O. Corado
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
shannonlope11@gmail.com
Abstract
This study examined the implications of overcrowding in the emergency department (ED) of a Level 3 hospital in Tacloban City, focusing on its relationship with patient satisfaction and service quality. Using a quantitative–correlational research design, data were gathered from ninety (90) emergency department nurses through a validated researcher-made questionnaire. The instrument assessed variables related to waiting time, discharge mechanism, quality of care, and diagnostic procedures. Results revealed that nurses strongly agreed that overcrowding adversely affects patient satisfaction and service quality, with mean scores of 3.74 and 3.75, respectively. Analysis of Variance (ANOVA) confirmed a significant relationship among overcrowding, patient satisfaction, and service quality, indicating that increased patient volume and limited staffing contribute to longer waiting periods and reduced service efficiency. Despite these constraints, nurses consistently maintained professionalism and commitment to quality care. The findings underscored the urgent need for evidence-based interventions to improve patient flow, staffing adequacy, communication, and diagnostic timeliness. The proposed FAST-ED Program (Flow management, Adequate staffing, Strengthened communication, and Timely diagnostics) was developed as a practical framework to enhance service delivery in overcrowded emergency settings. The study contributes to the growing body of evidence on healthcare systems performance and offers actionable insights for hospital administrators and policymakers to ensure patient-centered and efficient emergency care.
Keywords: emergency department, overcrowding, patient satisfaction, service quality, hospital management
Corado, S. L. O. (2025). Overcrowding in the emergency department of a level three hospital: Implications for patient satisfaction and service quality. QualiSearch Journal of Educational Research and Practice, 1(5). https://www.qualisearchjournal.org/archive/volume-1-issue-5-october-2025/overcrowding-in-the-emergency-department
Sociocultural Influences on Multicultural Education in International Schools in Hanoi: The Phenomenological Experiences of Filipino Teachers
Kenn B. Balladares
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
kenn.goofy84@gmail.com
Abstract
This study explored the lived experiences of Filipino teachers as they navigated the sociocultural influences shaping multicultural education in international schools in Hanoi, Vietnam. Employing a descriptive phenomenological design, the research sought to uncover how Filipino educators perceive and adapt to cultural diversity within their professional environments. Eight participants were selected through purposive sampling based on their extensive experience in teaching multicultural classes. Data were gathered through semi-structured interviews, transcribed using Otter.ai, and analyzed following Colaizzi’s method to extract essential themes. The findings revealed that Filipino teachers experience multicultural education as both a challenge and a transformative journey characterized by adaptation, reflection, and intercultural understanding. Five core themes emerged: multicultural teaching realities, the impact of cultural diversity on teaching and interaction, classroom integration of multicultural education, adaptive teaching practices, and the shaping of professional identity through multicultural influence. These themes highlight the teachers’ resilience, flexibility, and cultural sensitivity in addressing linguistic and social differences while maintaining inclusive and equitable learning spaces. The study underscores the importance of institutional support, ongoing intercultural training, and professional collaboration to strengthen teachers’ multicultural competencies. It recommends policies promoting diversity and recognition of Filipino educators’ contributions to international education. The insights contribute to the growing body of knowledge on inclusive and culturally responsive teaching in Southeast Asia’s international educational landscape.
Keywords: multicultural education, sociocultural influences, Filipino teachers, phenomenological study, international schools
Balladares, K. B. (2025). Sociocultural influences on multicultural education in international schools in Hanoi: The phenomenological experiences of Filipino teachers. QualiSearch Journal of Educational Research and Practice, 1(5). https://www.qualisearchjournal.org/archive/volume-1-issue-5-october-2025/multicultural-education-in-international-schools-in-hanoi
Lived Experiences of Teachers Implementing Universal Design for Learning with Learners with Extensive Support Needs in an Inclusive Setting: Developing a UDL Training Manual
Jonalyn D. Estrada
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
mrs.estradajona@gmail.com
Abstract
This study explored the lived experiences of secondary teachers implementing Universal Design for Learning (UDL) with learners requiring extensive support needs in inclusive classrooms. Using a descriptive phenomenological design, the research examined how teachers navigated instructional, emotional, and systemic challenges while upholding UDL’s principles of multiple means of representation, engagement, and expression. Ten teachers from Chester Senior High School in South Carolina participated through semi-structured interviews, and data were analyzed using Colaizzi’s method. Five themes emerged: structure and predictability with flexible options, time and planning demands, behavioral and emotional challenges, systemic and instructional support, and growth in teacher identity and classroom culture. The findings revealed that teachers viewed inclusion as both rewarding and demanding, requiring empathy, adaptability, and collaborative support. The study also highlighted the pressing need for sustained professional development, adequate planning time, and institutional backing to make UDL implementation feasible. Based on these insights, the researcher developed the LEAP (Learners’ Engagement through Accessible Practices) Training Manual, a contextualized resource offering practical strategies, templates, and tools for effective inclusive instruction. This study contributes to the discourse on inclusive education by demonstrating how UDL principles can be translated from theory to practice through reflective and collaborative teacher engagement.
Keywords: Universal Design for Learning, inclusive education, extensive support needs, phenomenology, teacher experiences
Estrada, J. D. (2025). Lived experiences of teachers implementing Universal Design for Learning with learners with extensive support needs in an inclusive setting: Developing a UDL training manual. QualiSearch Journal of Educational Research and Practice, 1(5). https://www.qualisearchjournal.org/archive/volume-1-issue-5-october-2025/udl-and-learners-with-extensive-support-needs
Addressing Financial Barriers Through Skills Training: Implementing the “Bake Now, Pay Later” Program for Sustainable Student Livelihood
Merlie C. Mangannay
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
merlie.mangannay@deped.gov.ph
Abstract
This study examined the effectiveness of the “Bake Now, Pay Later” (BNPL) program as an innovative approach to addressing financial barriers among senior high school students by integrating skills training with a deferred payment scheme. Utilizing a quantitative descriptive-correlational research design, the study involved Technical-Vocational-Livelihood (TVL) students enrolled in the Bread and Pastry Production strand at Mountain Province General Comprehensive High School. Data were gathered through a validated researcher-made questionnaire and analyzed using descriptive and inferential statistics, including the Mann–Whitney U test, Kruskal–Wallis H test, and Spearman’s rank-order correlation. Results revealed that respondents strongly agreed on the program’s effectiveness in developing baking skills, providing financial flexibility, ensuring adequate access to materials, and receiving institutional support. Significant positive correlations were found between program experience and sustainable livelihood outcomes such as income generation, educational continuity, and financial self-reliance. Demographic variables, including age, gender, and household income, were found to influence participants’ experiences and outcomes. The findings affirm that combining technical skills training with financial accessibility mechanisms promotes economic empowerment, educational retention, and self-reliance among financially challenged students. The “Bake Now, Pay Later” model offers a replicable framework for inclusive and sustainable education that links skill acquisition to livelihood development and equitable financial opportunity.
Keywords: financial barriers, skills training, deferred payment, sustainable livelihood, inclusive education
Mangannay, M. C. (2025). Addressing financial barriers through skills training: Implementing the “Bake Now, Pay Later” program for sustainable student livelihood. QualiSearch Journal of Educational Research and Practice, 1(5). https://www.qualisearchjournal.org/archive/volume-1-issue-5-october-2025/implementing-the-bake-now-pay-later-program
Stories of Connection: A Narrative Inquiry into Virtual Parenting among Students with Overseas Filipino Worker Parents
Maricel A. Rairata
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
rairatamaricel@gmail.com
Abstract
This study investigated the lived experiences of senior high school students with Overseas Filipino Worker (OFW) parents, focusing on how virtual parenting shapes their emotional well-being, family relationships, and academic motivation. Guided by Attachment Theory, Media Richness Theory, and Family Systems Theory, the research employed a qualitative narrative inquiry design to explore the ways digital communication sustains familial bonds across distance. Participants were purposively selected from Calaca Senior High School and engaged in semi-structured interviews that captured their personal stories and reflections. Thematic analysis revealed that virtual parenting serves as both a source of connection and a reminder of absence. Students expressed feelings of longing and sadness, yet they also emphasized gratitude, resilience, and appreciation for their parents’ sacrifices. Consistent virtual communication through video calls, chats, and social media provided emotional reassurance, strengthened moral guidance, and inspired self-discipline and motivation to excel in school. Despite technological barriers such as poor connectivity and time differences, digital platforms allowed parents to remain emotionally present in their children’s lives. The study highlights the adaptability of Filipino families in maintaining love and guidance through technology and recommends stronger school-based emotional support systems and family-centered digital communication programs to enhance the well-being of students with OFW parents.
Keywords: virtual parenting, Overseas Filipino Workers, narrative inquiry, family communication, student resilience
Rairata, M. A. (2025). Stories of connection: A narrative inquiry into virtual parenting among students with Overseas Filipino Worker parents. QualiSearch Journal of Educational Research and Practice, 1(5). https://www.qualisearchjournal.org/archive/volume-1-issue-5-october-2025/virtual-parenting-among-students-with-ofw-parents
Inclusive Education in Public High Schools of Marinduque: Implementation Status and Challenges Among Teachers
Mary Jane R. Sael
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
maryjane.rejano@deped.gov.ph
Abstract
This study examined the implementation and challenges of inclusive education in public high schools within the Division of Marinduque, Philippines. Using a descriptive-correlational research design, data were gathered from 266 teachers across six municipalities to assess the level of implementation, identify challenges, and explore relationships between variables. Findings revealed that inclusive education was implemented to a high extent, with teachers exhibiting very positive attitudes and strong awareness of inclusive policies. However, implementation was uneven across domains, with deficiencies noted in physical infrastructure, assistive resources, and policy clarity. Infrastructure received a moderate rating, reflecting limitations in accessibility and specialized facilities, while teacher attitude obtained the highest mean, indicating strong professional commitment to inclusion. Challenges were found to be moderate, primarily institutional rather than personal, emphasizing resource inadequacy and inconsistent administrative support. No significant differences were observed when grouped by sex, age, education, or teaching experience, suggesting that systemic rather than demographic factors influence inclusion. Correlation analysis revealed that stronger implementation corresponded to fewer challenges. The findings affirm that while inclusive education is gaining momentum in Marinduque, sustainability depends on coordinated efforts across policy, infrastructure, and capacity-building. The study recommends enhanced institutional support, strengthened teacher training, and localized implementation of national inclusive education frameworks to ensure equitable learning opportunities for all learners.
Keywords inclusive education, public high schools, teacher attitudes, implementation challenges, Marinduque
Sael, M. J. R. (2025). Inclusive education in public high schools of Marinduque: Implementation status and challenges among teachers. QualiSearch Journal of Educational Research and Practice, 1(5). https://www.qualisearchjournal.org/archive/volume-1-issue-5-october-2025/inclusive-education-in-public-high-schools-of-marinduque
Analyzing Student Engagement and Cognitive Awareness in Educational Robotics: Effects of Robot Construction and Foundational Programming Task
Rafael M. Bungualan, Jr.
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
rafael.bungualan001@deped.gov.ph
Abstract
This study investigated the effects of robot construction and foundational programming workshops on students’ awareness and engagement in educational robotics. Anchored on constructivist and design-based learning theories, it employed a mixed-method sequential explanatory design involving 140 junior high school students enrolled in the Special Science Class at Biñan Secondary School of Applied Academics. Quantitative data were collected through pre- and post-assessment surveys measuring awareness and engagement levels before and after a series of robotics sessions using mBot kits. Qualitative data were obtained through semi-structured interviews and classroom observations to capture students’ experiences. Results revealed a significant increase in students’ awareness from pre-test means of 1.80 and 1.68 to post-test means of 3.67 and 3.60, while engagement also rose from 1.95 and 1.90 to 3.67 and 3.60. The Wilcoxon signed-rank test confirmed these gains as statistically significant (p < 0.01), with a strong positive correlation (r = 0.80) between awareness and engagement. Thematic analysis revealed enhanced motivation, collaboration, and STEM interest following participation in the workshops. These findings affirm the transformative role of educational robotics in fostering hands-on, inquiry-driven learning and emphasize its potential for developing students’ cognitive and affective competencies in science education. The study recommends the institutionalization of robotics programs in Philippine public schools to promote equitable and future-ready STEM learning.
Keywords: educational robotics, student engagement, cognitive awareness, STEM education, mBot programming
Bungualan, R. M., Jr. (2025). Analyzing student engagement and cognitive awareness in educational robotics: Effects of robot construction and foundational programming task. QualiSearch Journal of Educational Research and Practice, 1(5). https://www.qualisearchjournal.org/archive/volume-1-issue-5-october-2025/effects-of-robot-construction-and-foundational-programming-task
Lived Experiences of Grade 7 Araling Panlipunan Teachers in Key Stage 3 of the Revised K to 10 Curriculum: Basis for Teacher Professional Training Program
Apollo D. De Guzman
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
uphsdjdiaz13@gmail.com
Abstract
This phenomenological study explored the lived experiences of Grade 7 Araling Panlipunan teachers in implementing the revised K to 10 curriculum under Key Stage 3. Anchored on Transformative Learning Theory and Diffusion of Innovation Theory, the research sought to understand how teachers adapt, reflect, and innovate within the evolving landscape of curriculum reform. Thirteen teachers from public secondary schools in the Schools Division Office of Las Piñas City participated through validated semi-structured interviews conducted via Google Forms. Using Colaizzi’s method of analysis, the study revealed five major themes: shifting from traditional instruction to learner-centered pedagogy, navigating challenges and contextual constraints, embracing professional reflection and collaboration, adopting innovation through gradual experimentation, and recognizing the need for structured professional training and support systems. The findings highlight that curricular reform is both a reflective and social process, where teachers critically examine their practices and collectively sustain innovation through collaboration. Despite encountering limited resources and competing demands, the participants demonstrated adaptability and resilience by contextualizing instruction and engaging in peer-driven learning. The study concludes that effective implementation of the revised K to 10 curriculum requires sustained, context-based professional development and supportive leadership structures that empower teachers as active agents of reform.
Keywords: Araling Panlipunan, curriculum implementation, phenomenological study, teacher experiences, professional development
De Guzman, A. D. (2025). Lived experiences of Grade 7 Araling Panlipunan teachers in Key Stage 3 of the revised K to 10 curriculum: Basis for teacher professional training program. QualiSearch Journal of Educational Research and Practice, 1(5). https://www.qualisearchjournal.org/archive/volume-1-issue-5-october-2025/key-stage-3-of-the-revised-k-to-10-curriculum
Coping Mechanism and Challenges in Teaching Kindergarten Among Non-Specialized Teachers: Input to Action Plan
Ellen Q. Rodriguez
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
ellen.rodriguez001@deped.gov.ph
Abstract
This study investigated the challenges encountered and coping mechanisms employed by kindergarten teachers without Early Childhood Education (ECE) specialization in San Andres, Quezon, Philippines. Using a descriptive-quantitative research design, data were collected from 150 non-ECE teachers through a validated researcher-made survey questionnaire. The study examined the extent of challenges faced in three domains—foundational knowledge, classroom management, and teaching methodologies—and the level of coping strategies categorized into adaptation, collaboration, and utilization. Results revealed that the respondents experienced moderate to high challenges in all domains, with the greatest difficulties found in understanding child development concepts, maintaining classroom discipline, and applying play-based instruction. Despite these challenges, teachers demonstrated strong coping behaviors, particularly in adapting their lessons, collaborating with peers, and maximizing available instructional materials. Statistical analysis indicated no significant differences in challenges across demographic profiles, but a significant positive relationship was found between challenges and coping mechanisms (r = .672, p < .01). These findings highlight that while non-specialized kindergarten teachers face professional limitations, they exhibit notable resilience and resourcefulness that sustain instructional effectiveness. The study’s outcomes informed the development of a contextualized intervention program titled “Empowering Non-ECE Kindergarten Teachers,” aimed at strengthening foundational pedagogy, management strategies, and peer collaboration through localized professional development.
Keywords: kindergarten teachers, coping mechanisms, non-ECE specialization, teaching challenges, professional development
Rodriguez, E. Q. (2025). Coping mechanism and challenges in teaching kindergarten among non-specialized teachers: Input to action plan. QualiSearch Journal of Educational Research and Practice, 1(5). https://www.qualisearchjournal.org/archive/volume-1-issue-5-october-2025/challenges-in-teaching-kindergarten-among-non-specialized-teachers
Empowering Parents: Strengthening Home–School Partnerships for Learners with Special Needs
Marivic C. Hitta
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
marivic.hitta@depedparanaquecity.com
Abstract
This study explored the lived experiences of teachers and parents in building and sustaining home–school partnerships for learners with special needs within inclusive education settings in Parañaque City, Philippines. Anchored in a phenomenological design, the research aimed to understand how collaboration, communication, empathy, and empowerment shape the dynamics of these partnerships. Eight participants—four teachers and four parents—were purposively selected for in-depth semi-structured interviews. Data were analyzed using Colaizzi’s method of thematic analysis, revealing five major themes: shared commitment to learner development, communication as both bridge and barrier, challenges shaped by time, resources, and parental readiness, emotional understanding and empathy as foundations of trust, and empowerment through collaboration and support. The findings highlighted that effective home–school partnerships thrive when both teachers and parents share responsibility, communicate openly, and demonstrate empathy within culturally sensitive frameworks. Despite systemic and personal barriers such as workload, time constraints, and socio-economic limitations, both groups exhibited resilience and a shared vision for learner success. The study underscored that inclusion flourishes through authentic relationships built on trust, respect, and shared accountability. Recommendations include strengthening communication channels, institutionalizing parent–teacher engagement programs, and integrating training on family collaboration in teacher education. These findings contribute to the growing discourse on inclusive education in the Philippine context by emphasizing that empowerment and empathy are central to sustaining home–school partnerships for learners with special needs.
Keywords: inclusive education, home–school partnership, special needs learners, parental engagement, teacher–parent collaboration
Hitta, M. C. (2025). Empowering parents: Strengthening home–school partnerships for learners with special needs. QualiSearch Journal of Educational Research and Practice, 1(5). https://www.qualisearchjournal.org/archive/volume-1-issue-5-october-2025/strengthening-home-school-partnerships-for-learners-with-special-needs
Navigating the Disinformation Landscape: A Critical Exploration and Practical Approach for Social Science Educators
Elena O. Balaoro
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
elenab40k@gmail.com
Abstract
This study explored the lived experiences of social science educators as they navigate the growing challenge of disinformation in the digital age. Anchored on Social Exchange Theory, Informative Fiction Theory, Computer-Mediated Communication, and Information Process Theory, the research employed a qualitative descriptive design to capture educators’ strategies, ethical considerations, and classroom practices in promoting critical media literacy. Fifteen purposively selected teachers from secondary and tertiary institutions participated through semi-structured interviews and focus group discussions. Thematic analysis revealed seven major themes: encountering disinformation in the teaching landscape, challenges to academic integrity, pedagogical shifts and adaptive strategies, institutional and contextual barriers, ethical dimensions of teaching, collaborative efforts, and emerging practical approaches. Findings indicated that educators actively redefine their roles by transforming misinformation into opportunities for critical inquiry and civic reflection. They employ fact-checking activities, historical contextualization, and open classroom dialogue to develop students’ critical and ethical reasoning. The study emphasized that combating disinformation requires institutional support, teacher training, and policy reinforcement to sustain digital literacy initiatives. It concludes that addressing misinformation is both a pedagogical and moral imperative, positioning social science educators as key agents in nurturing truth-oriented, reflective, and responsible citizens capable of discerning reliable information within an evolving digital environment.
Keywords: disinformation, social science education, media literacy, critical thinking, digital ethics
Balaoro, E. O. (2025). Navigating the disinformation landscape: A critical exploration and practical approach for social science educators. QualiSearch Journal of Educational Research and Practice, 1(5). https://www.qualisearchjournal.org/archive/volume-1-issue-5-october-2025/navigating-the-disinformation-landscape
Code-Switching in Contemporary Philippine Literature and Digital Literature: A Sociolinguistic Approach
Ariel C. Bartolata
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
acbartolata18@gmail.com
Abstract
This study examined the sociolinguistic dimensions of code-switching in contemporary Philippine and digital literature, focusing on how students employ bilingual language to express identity, emotion, and cultural belonging. Using a mixed-methods design, the research integrated quantitative survey data from 384 Grade 7 students in selected public secondary schools in Mandaluyong City and qualitative insights from semi-structured interviews. Results revealed that students frequently engaged in code-switching when interpreting and responding to literary texts, particularly to enhance clarity, express emotions, and reflect cultural references. Statistical analyses showed significant positive correlations between the frequency of code-switching and sociolinguistic factors such as language choice, audience, context, and identity construction, indicating that students’ language alternation was socially and culturally motivated. Thematic analysis further identified three core meanings associated with code-switching: identity expression and belonging, authenticity and emotional resonance, and creativity and voice. These findings affirm that bilingual expression is a central feature of Filipino students’ linguistic identity, functioning as a tool for both communication and artistic representation. The study underscores the pedagogical potential of integrating code-switching into literature and language instruction as a culturally responsive approach that values multilingual realities. It also highlights the theoretical contribution of code-switching research to understanding linguistic hybridity in postcolonial and digital contexts.
Keywords: code-switching, sociolinguistics, Philippine literature, bilingual identity, digital literacy
Bartolata, A. C. (2025). Code-switching in contemporary Philippine literature and digital literature: A sociolinguistic approach. QualiSearch Journal of Educational Research and Practice, 1(5). https://www.qualisearchjournal.org/archive/volume-1-issue-5-october-2025/code-switching-in-contemporary-philippine-literature-and-digital-literature
The Impact of English Language Proficiency on the Pedagogical Effectiveness of Public School Teachers: Basis for Developing a Professional Advancement Curriculum
Jayces C. Francisco
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jccfrancisco82@gmail.com
Abstract
This study investigated the relationship between English language proficiency and pedagogical effectiveness among public-school English teachers in the Division of Mandaluyong. Employing a mixed-method research design, the study gathered quantitative data from 184 teachers through the English Language Aptitude Test, the English Language Proficiency Survey, and the Pedagogical Effectiveness Survey, and qualitative data from ten in-depth interviews. Results revealed that teachers demonstrated good levels of English proficiency across reading, writing, speaking, and listening, though areas such as spontaneous communication and academic writing required improvement. Pedagogical effectiveness was consistently rated as effective in instructional strategies, classroom management, assessment, and engagement. Correlation analysis indicated weak but positive relationships between English proficiency and teaching effectiveness, suggesting that while language competence supports instruction, it does not solely determine teaching quality. The qualitative findings highlighted teachers’ adaptive strategies, including the use of translanguaging, visuals, and contextualized pedagogy, to compensate for linguistic limitations. Participants also emphasized the need for sustained, practice-oriented, and technology-integrated professional development. These findings underscore that effective English teaching in multilingual settings depends on both linguistic proficiency and pedagogical adaptability. The study recommends the development of a Comprehensive Professional Advancement Curriculum (CPAC) to enhance teachers’ linguistic and instructional capacities through continuous, contextualized, and evidence-based training.
Keywords English language proficiency, pedagogical effectiveness, teacher development, public-school education, professional advancement curriculum
Francisco, J. C. (2025). The impact of English language proficiency on the pedagogical effectiveness of public school teachers: Basis for developing a professional advancement curriculum. QualiSearch Journal of Educational Research and Practice, 1(5). https://www.qualisearchjournal.org/archive/volume-1-issue-5-october-2025/impact-of-english-language-proficiency-on-the-pedagogical-effectiveness-of
