QualiSearch Journal of Educational Research and Practice
February 2026 | Volume 2, Issue 2 | ISSN 3082-5636
The Effects of Task Based Learning in Enhancing Students’ Engagement and Skills in Teaching Techology And Livelihood Education
Abiegaile A. Julain
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
julainabiegaile@gmail.com
Jay B. Baylon
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jaybaylon8284@gmail.com
Abstract
The study examined the effects of task-based learning (TBL) on students’ engagement and skills in teaching Technology and Livelihood Education (TLE) in a public secondary school in the Division of Dasmariñas, Cavite during the school year 2025–2026. The investigation employed a descriptive-correlational research design to determine how task-based learning relates to and influences students’ engagement and skill development in TLE instruction. A total of 120 students served as respondents and were selected using the total enumeration technique. Data were gathered through a researcher-made questionnaire designed to measure the level of task-based learning effects on students’ engagement and skills. Engagement was examined in terms of student participation, motivation and interest, collaboration and interaction, and teachers’ perception of student engagement, while skills were measured through technical skill mastery, problem-solving abilities, soft skills development, and the application and transferability of skills. The collected data were analyzed using weighted mean, Pearson’s r correlation, and regression analysis. Findings revealed that task-based learning was highly evident in enhancing students’ engagement, particularly in increasing participation, motivation, collaboration, and perceived engagement in classroom activities. The results also indicated that task-based learning was highly effective in improving students’ teaching-related skills in TLE, including technical skill mastery, problem-solving ability, soft skills development, and the application of competencies in practical contexts. Statistical results further showed a significant relationship between task-based learning and students’ engagement and skills. The findings demonstrate that task-based learning contributes substantially to strengthening both engagement and competency development in Technology and Livelihood Education.
Keywords: task-based learning, student engagement, technical skill mastery, problem-solving abilities, Technology and Livelihood Education
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/the-effects-of-task-based-learning-in-enhancing-students-engagement
The Effects of Commercial Science Instructional Materials to The Academic Performance of Grade 8 Students:
Input to Instructional Strategies
Angelin L. Demeterio
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
angelinelequin@gmail.com
Jay B. Baylon
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jaybaylon8284@gmail.com
Abstract
The integration of commercial science instructional materials in classroom instruction has become increasingly common as educators seek innovative ways to enhance student engagement and improve academic outcomes. This study examined the effects of commercial science instructional materials on the academic performance of Grade 8 students and explored how these materials can serve as inputs for improving instructional strategies. A quantitative descriptive–correlational research design was employed involving 120 Grade 8 students from a public secondary school in Cavite during the academic year 2025–2026. Data were collected using a researcher-developed questionnaire that measured the extent of utilization of commercial science instructional materials in terms of level of utilization, alignment with learning objectives, frequency of impacted lessons, and student engagement level. Students’ academic performance was determined through their first grading grade in Science. Statistical analysis included weighted mean, Pearson’s correlation coefficient, and regression analysis. The findings revealed that commercial science instructional materials were greatly utilized across all measured dimensions, indicating their consistent integration in science instruction. Students demonstrated high academic performance, with an average grade of 87.53. A statistically significant but low positive relationship was found between the extent of commercial instructional materials and students’ academic performance (r = .200, p = .029). Regression analysis further revealed that among the examined variables, student engagement level significantly influenced students’ Science grades, while level of utilization, alignment with learning objectives, and frequency of impacted lessons did not show significant effects. These findings suggest that instructional materials that actively engage learners contribute more meaningfully to academic achievement. The study highlights the importance of selecting and utilizing instructional materials that promote active participation and meaningful learning experiences in science education.
Keywords: commercial science instructional materials, academic performance, instructional utilization, learning objectives alignment, student engagement
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/the-effects-of-commercial-science-instructional-materials-to-the-academic
Assessing The Effects of Technology-Based Resources on The Performance of Grade 9 Students in Food Processing: Input to Strategic Framework
Angeline S. Vargas
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
abv_01@yahoo.com
Jay B. Baylon
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jaybaylon8284@gmail.com
Abstract
This study assessed the effects of technology-based resources on the academic performance of Grade 9 students in food processing within the Technology and Livelihood Education (TLE) program during the school year 2025–2026 in the Division of Cavite. The research examined the level of utilization of technology-based resources in teaching food processing in terms of availability and accessibility, frequency of utilization, teacher’s level of integration, and student engagement. A quantitative descriptive–correlational research design was employed involving 120 respondents composed of 30 TLE teachers and 90 Grade 9 students from one secondary school in the Division of Cavite. Data were gathered using a researcher-developed questionnaire and students’ pretest and posttest scores in food processing. Statistical analyses included weighted mean, paired t-test, Pearson correlation coefficient, and regression analysis using SPSS. Findings revealed that technology-based resources were highly utilized in food processing instruction across all measured dimensions, including availability and accessibility, frequency of utilization, teacher integration, and student engagement. Teachers and students demonstrated differing assessments regarding the extent of resource utilization, indicating varying perspectives on technology integration in instructional practice. Results further showed a significant improvement in students’ performance after the integration of technology-based resources, as reflected in the differences between pretest and posttest scores. In addition, a significant relationship was identified between the utilization of technology-based resources and students’ posttest performance. These findings indicate that technology-supported instruction can enhance engagement, comprehension, and skill development in food processing education. The study provides empirical evidence supporting the strategic integration of digital instructional tools in vocational education to improve learning outcomes.
Keywords: technology-based resources, food processing, academic performance, technology integration, student engagement
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/assessing-the-effects-of-technology-based-resources-on-the-performance
Teachers' Instructional Competencies and 21st Century Skills in The Digital Age: Contributions to Pedagogical Framework
Conette T. Crausos
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
crausosconette91@gmail.com
Jay B. Baylon
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jaybaylon8284@gmail.com
Abstract
The rapid expansion of digital technologies in education has significantly transformed instructional practices, requiring teachers to demonstrate both advanced instructional competencies and essential 21st-century skills. This study assessed teachers’ instructional competencies and 21st-century skills in the digital age as bases for the development of a pedagogical framework. Using a descriptive correlational research design, the study examined the perceptions of public school leaders and teachers in the Schools Division of Cebu Province. The respondents included fifty school leaders and two hundred teachers selected through purposive sampling, yielding a total of 240 participants. Data were collected using a validated researcher-made questionnaire administered through an online survey platform. Statistical analyses included weighted mean, paired t-test, and Pearson correlation to determine the levels of competencies, differences in assessments, and relationships between variables. Results revealed that teachers demonstrated high levels of instructional competencies in the digital age across digital pedagogical knowledge, technological proficiency, instructional design and planning with technology, engagement and interaction, and classroom management in digital environments. Similarly, teachers exhibited high levels of 21st-century skills, particularly in digital literacy, communication and collaboration, creativity and innovation, critical thinking and problem solving, and adaptability and flexibility. Significant differences were observed between the assessments of school leaders and teachers in selected instructional competency domains and 21st-century skill areas. Furthermore, a significant correlation was identified between teachers’ instructional competencies and their 21st-century skills in the digital age. These findings informed the development of a pedagogical framework designed to guide teachers in strengthening digital instructional practices and cultivating essential competencies for contemporary education.
Keywords: teachers’ instructional competencies, 21st-century skills, digital pedagogy, technological proficiency, pedagogical framework
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/teachers-instructional-competencies-and-21st-century-skills-in-the-digital
The Lived Experience of Teachers Integrating Artificial Intelligence as A Pedagogical Tool in Selected Chinese Universities
Gou Yihang
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
463531622@qq.com
Abstract
The integration of artificial intelligence (AI) in higher education has expanded rapidly, yet much of the discourse surrounding this transformation has focused on technological capability and institutional policy rather than the lived experiences of educators who implement these tools in classroom practice. This study explored the lived experiences of university professors integrating artificial intelligence as a pedagogical tool in selected Chinese public universities. Using a descriptive phenomenological approach guided by Colaizzi’s method, the research sought to uncover the meanings, interpretations, and transformations that accompany AI integration in teaching. Seven professors who had actively incorporated AI technologies into their instructional practices were purposively selected as co-participants. Data were generated through in-depth semi-structured interviews, reflective journals, and field notes, and analyzed through systematic extraction of significant statements, formulation of meanings, thematic clustering, and synthesis of the fundamental structure of the experience. The findings revealed seven interconnected themes describing how AI reshapes instructional practice and professional identity: redistribution of pedagogical energy, algorithmic structuring of instruction, reconfiguration of professional authority, negotiation of academic integrity, ethical and privacy boundary-setting, policy-guided innovation, and the movement toward a people-centered human–AI educational ecology. Participants described AI integration as a process that reorganizes instructional labor, intensifies reflective decision-making, and requires continuous ethical awareness. The study culminated in the development of a Professor Support Framework for Ethical and Sustainable AI Integration, grounded in the lived experiences of professors navigating digitally transforming university environments.
Keywords: Artificial Intelligence Integration, Descriptive Phenomenology, Human–AI Collaboration, Professional Authority, Technological Pedagogical Content Knowledge
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/the-lived-experience-of-teachers-integrating-artificial-intelligence
Relationship And Effect of Attitude and Self-Efficacy to Predict the Engagement of Learners in Mathematics as Mediated by Interactive Learning Tools in Math: A Hierarchical Linear Regression Analysis
Iran Joy H. Fernandez
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
fernandeziranjoy@gmail.com
Jay B. Baylon
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jaybaylon8284@gmail.com
Abstract
Learner engagement in mathematics remains a critical concern in secondary education, particularly in contexts where students demonstrate varying levels of motivation, confidence, and participation in mathematical learning activities. This study examined the relationship and effect of learners’ attitudes and mathematics self-efficacy in predicting student engagement in mathematics, with the mediating role of interactive learning tools. Anchored in Bandura’s Social Cognitive Theory and the Reciprocal Determinism Model, the research investigated how personal factors (attitude and self-efficacy), environmental factors (interactive learning tools), and behavioral outcomes (learner engagement) interact within mathematics learning contexts. The study employed a quantitative descriptive–correlational design using hierarchical linear regression analysis. Data were collected through a structured questionnaire administered to 120 high school students enrolled in mathematics classes at Orr Academy High School in the Chicago Public Schools District, Illinois, United States. Statistical analyses included weighted mean, Pearson correlation, and regression analysis to examine levels of engagement, attitudes toward mathematics, mathematics self-efficacy, utilization of interactive learning tools, and their predictive relationships. Results revealed that students demonstrated moderate engagement in mathematics, characterized by reasonable levels of attention, confidence, and curiosity during mathematics activities. Learners exhibited highly positive attitudes toward mathematics in terms of interest, motivation, and enjoyment, and reported strong levels of mathematics self-efficacy, particularly in problem-solving confidence and goal orientation. Students also reported regular use of interactive learning platforms such as IXL, Khan Academy, and Quizizz, which they perceived as supportive of personalized and engaging learning experiences. Despite these positive indicators, statistical findings indicated that attitudes, self-efficacy, and interactive learning tools did not significantly predict learner engagement in mathematics, although engagement remained an important factor within the learning process.
Keywords: mathematics attitude, mathematics self-efficacy, learner engagement, interactive learning tools, hierarchical regression analysis
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/relationship-and-effect-of-attitude-and-self-efficacy-to-predict-the-engage
The Impact of Instructional Leadership of School Heads on Teachers' Work Commitment in The Digital Age: A Contribution to Framework Development
Jesusa Cristina L. Profeta
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jessprofeta27@yahoo.com
Jay B. Baylon
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jaybaylon8284@gmail.com
Abstract
This study examined the impact of instructional leadership of school heads on teachers’ work commitment in the digital age within the Schools Division of Cavite, Philippines. The rapid integration of digital technologies in education has intensified the leadership responsibilities of school heads, particularly in guiding teachers through digital transformation while sustaining professional commitment. Using a descriptive–correlational research design, the study investigated the extent of instructional leadership practices and the level of teachers’ work commitment as perceived by two groups of respondents. Data were collected from thirty public secondary school heads and two hundred teachers through a validated researcher-developed survey instrument administered via Google Forms. Descriptive statistics, paired t-tests, Pearson correlation, and regression analysis were employed to analyze the data. Findings indicated that instructional leadership practices of school heads were greatly evident across key dimensions including provision and support for digital resources, communication and vision for digital transformation, professional and capacity building, modeling digital leadership, and recognition and reward of digital innovation. Teachers likewise demonstrated high levels of work commitment, particularly in digital engagement and usage, proactive adoption of digital innovations, persistence and resilience, student engagement and support, and work ethic and responsibility. Statistical analysis revealed significant differences in some leadership dimensions between school heads and teachers, as well as a significant relationship between instructional leadership and teachers’ work commitment. However, regression analysis indicated that instructional leadership did not significantly predict teachers’ work commitment. Based on the findings, a framework was developed to guide school heads in strengthening instructional leadership practices that support teachers’ commitment in digitally evolving educational environments.
Keywords: instructional leadership, teachers’ work commitment, digital age, digital leadership, teacher engagement
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/the-impact-of-instructional-leadership-of-school-heads-on-teachers-work
Digital Leadership of School Heads and Its Influence on Teachers' Adoption of Innovative Teaching Strategies in
The Schools Division of Rizal: A Foundation for Instructional Framework Development
Juvy Ann P. Talavera
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jessprofeta27@yahoo.com
Jay B. Baylon
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jaybaylon8284@gmail.com
Abstract
This study examined the digital leadership of school heads and its influence on teachers’ adoption of innovative teaching strategies in the Schools Division of Rizal, Philippines. The investigation focused on determining the level of digital leadership practices demonstrated by public elementary school heads and assessing how these leadership practices relate to teachers’ implementation of innovative instructional strategies. A descriptive correlational research design was employed to analyze the relationship between leadership practices and instructional innovation. The respondents consisted of thirty (30) public elementary school heads and one hundred fifty (150) teachers from public elementary schools in the BCAMT cluster of the Division of Rizal. Data were collected using a researcher-developed survey questionnaire administered through digital platforms, and the responses were analyzed using descriptive statistics, paired t-test, Pearson correlation, and regression analysis. Findings revealed that school heads demonstrated a highly exemplary level of digital leadership in terms of vision for digital transformation, resource allocation and infrastructure management, fostering collaborative digital culture, and adaptability to emerging technologies. Teachers likewise exhibited a significant level of adoption of innovative teaching strategies, including technology-enhanced instruction, blended and hybrid learning models, adaptive assessment techniques, and differentiated instruction. Statistical analysis indicated significant differences between the assessments of the two groups of respondents. A statistically significant but low positive relationship was identified between digital leadership and teachers’ adoption of innovative strategies, while regression analysis showed that digital leadership did not significantly predict teachers’ adoption of innovative teaching strategies. These findings provided the basis for developing an instructional framework intended to guide school heads in strengthening digital leadership and supporting instructional innovation in the Division of Rizal.
Keywords: digital leadership practices, digital transformation vision, collaborative digital culture, innovative teaching strategies, technology-enhanced instruction
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/digital-leadership-of-school-heads-and-its-influence-on-teachers-adoption
Unfolding The Essence of Novice Taekwondo Learners’ Experiences in Action-Centered and Traditional Instruction: A Phenomenological Study
Lin Qingdong
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
qq4463369@gmail.com
Abstract
This phenomenological study explored the lived experiences of novice Taekwondo learners exposed to two contrasting instructional approaches: action-centered instruction and traditional instruction. Conducted at Changde Deshan Xinhe Training School in Hunan, China, the study sought to understand how beginners perceived and interpreted their early training experiences in terms of learning clarity, motivation, confidence, and safety within authentic dojang settings. Eight white-belt novices with limited training experience participated in the study, with four learners attending action-centered classes and four attending traditional classes. Data were generated through semi-structured phenomenological interviews, participant reflections, and contextual observations of training sessions. Thematic analysis was employed to examine how participants described their experiences, how meanings were formed from these experiences, and how common experiential themes emerged across instructional contexts. Findings revealed that traditional instruction was perceived as structured and predictable, providing clear expectations and repeated technical practice that supported early skill development. However, some learners reported feelings of pressure during demonstrations and reduced confidence when corrections were delivered abruptly. In contrast, action-centered instruction was frequently described as engaging and enjoyable, as learners interacted with realistic movement situations that encouraged decision-making and tactical awareness. Nevertheless, several beginners experienced moments of uncertainty when activities progressed quickly without clearly defined objectives or guidance. Across both instructional approaches, participants consistently emphasized the importance of concise demonstrations, supportive feedback, careful partner matching, and visible safety routines. The study suggests that novice Taekwondo learners benefit most from an instructional balance that combines structured technical foundations with carefully scaffolded action-centered tasks, supporting skill development while fostering confidence, motivation, and safety during early training stages.
Keywords: action-centered instruction, novice Taekwondo learners, traditional instruction, phenomenological inquiry, safety and motivation in training
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/unfolding-the-essence-of-novice-taekwondo-learners-experiences
Strategic School Management as A Catalyst for Advancing Quality Education in Alignment with Sustainable Development Goal 4 (SDG 4)
Lou Hai Feng
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
Egg206@163.com
Abstract
The pursuit of Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, requires effective leadership and management within educational institutions. This study examined the relationship between strategic school management and the advancement of quality education aligned with SDG 4 in Donghua University during the School Year 2025–2026. Using a descriptive correlational research design, the study assessed the level of strategic school management in terms of strategic planning, instructional leadership, stakeholder engagement, and monitoring and evaluation, and examined the extent of quality education through the indicators of access and equity, learning outcomes, quality of teaching, and lifelong learning opportunities. Data were collected from 288 respondents composed of 180 teachers selected through purposive sampling and 108 administrators included through total enumeration. A structured survey questionnaire using a four-point Likert scale served as the primary data collection instrument. Descriptive statistics and inferential analyses, including t-test, analysis of variance, and Pearson correlation, were used to analyze the data. The results indicated that strategic school management practices were generally rated high across the assessed dimensions. Quality education aligned with SDG 4 was also achieved to a great extent, particularly in access and equity, learning outcomes, quality of teaching, and lifelong learning opportunities. No statistically significant differences were found when responses were grouped according to demographic characteristics. However, a strong and statistically significant positive relationship was observed between strategic school management and the extent of quality education. Based on these findings, a capacity-building program designed to strengthen strategic school leadership for SDG 4 implementation was proposed.
Keywords: strategic school management, quality education, SDG 4, instructional leadership, lifelong learning
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/strategic-school-management-as-a-catalyst-for-advancing-quality-education
Instructional Leadership Practices and Opportunities of Multigrade Schools Towards Framework Development
May A. Oriondo
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jessprofeta27@yahoo.com
Jay B. Baylon
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jaybaylon8284@gmail.com
Abstract
Multigrade schools play a crucial role in providing access to education in geographically dispersed and underserved communities where limited resources require one teacher to manage multiple grade levels within a single classroom. In such contexts, effective instructional leadership is essential to ensure inclusive learning environments and sustained instructional quality. This study examined the instructional leadership practices and opportunities of multigrade schools in the Division of Rizal and explored their relationship toward the development of a leadership framework that can support school heads in managing multigrade instructional settings. The research employed a descriptive correlational design using survey data collected from ten school leaders and thirty-five teachers across selected public multigrade schools. A researcher-developed questionnaire measured the extent of instructional leadership practices in terms of vision and goal setting, curriculum planning and adaptation, resource allocation and accessibility, teacher support and development, and instructional monitoring and evaluation, as well as leadership opportunities such as access to professional development, collaborative leadership roles, support for innovative practices, feedback and coaching opportunities, and recognition and incentives. Results revealed that instructional leadership practices were generally greatly practiced across the identified domains. However, significant differences between school leaders and teachers were observed in perceptions regarding resource allocation and accessibility and teacher professional development, suggesting uneven experiences in these areas. Leadership opportunities were generally rated as high, though disparities were identified in access to professional development and recognition mechanisms. Correlation analysis indicated a positive but modest relationship between instructional leadership practices and leadership opportunities, suggesting that stronger leadership practices may contribute to increased opportunities for leadership growth. Based on these findings, the study proposed the development of a framework designed to guide multigrade school leaders in strengthening instructional leadership practices and enhancing inclusive education outcomes.
Keywords: instructional leadership practices, instructional leadership opportunities, multigrade schools, inclusive education, leadership framework
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/instructional-leadership-practices-and-opportunities-of-multigrade-schools
Predictive Factors Influencing Teacher Utilization and Practices of Artificial Intelligence in Contemporary Education: Basis for Framework Development
Pepito L. Rivas
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
pepito.rivas@deped.gov.ph
Jay B. Baylon
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jaybaylon8284@gmail.com
Abstract
Artificial Intelligence (AI) is increasingly transforming contemporary education by providing innovative tools that enhance instructional delivery, support personalized learning, and streamline administrative processes. Despite its growing presence in educational environments, teachers’ actual utilization and practices of AI remain uneven, influenced by a variety of individual and institutional factors. This study examined the predictive factors influencing teacher utilization and practices of Artificial Intelligence in contemporary education as a basis for framework development. Using a descriptive correlational research design, the study involved 260 respondents consisting of 210 public school teachers and 50 school leaders from public schools in the Schools Division of Romblon, Philippines. Data were collected through a researcher-made survey questionnaire and analyzed using weighted mean, paired t-test, and Pearson’s r correlation. Findings revealed that technological self-efficacy, AI knowledge and skills, perceived usefulness of AI, access to professional development and support, and compatibility with teaching practices were highly utilized predictive factors influencing teacher AI utilization. Teachers were also found to frequently practice AI integration through varied applications aligned with instructional purposes, customization of AI tools, and collaborative reflective practices. Significant differences were observed between teachers and school leaders in their assessments of certain predictive factors, while a moderate but significant correlation existed between predictive factors and actual AI practices. These findings indicate that improvements in teacher confidence, knowledge, perceived usefulness, and institutional support contribute to increased AI utilization in education. Based on the results, a framework was developed to guide teachers and educational leaders in strengthening effective and responsible AI integration in contemporary classrooms.
Keywords: Artificial Intelligence in education, teacher AI utilization, technological self-efficacy, professional development, AI instructional practices
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/predictive-factors-influencing-teacher-utilization-and-practices-of-artific
School-Based Disaster Risk Reduction and Management (DRRM) Implementation in The Division of Catanduanes
Reimarl M. Fuentebella
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
marlreimendoza@gmail.com
Jay B. Baylon
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jaybaylon8284@gmail.com
Abstract
This study examined the implementation of School-Based Disaster Risk Reduction and Management (DRRM) in public elementary schools in the Schools Division of Catanduanes. The investigation focused on determining the respondents’ demographic profile, assessing the level of DRRM implementation across the four thematic areas of prevention and mitigation, preparedness, response, and rehabilitation and recovery, identifying the challenges encountered in implementation, and determining whether significant relationships exist between respondent characteristics, implementation levels, and challenges. The study employed a quantitative descriptive-correlational research design and gathered data from 166 respondents composed of school heads, teachers, and DRRM coordinators from selected districts in the division. Data were collected using a validated survey questionnaire and analyzed using appropriate statistical procedures to measure implementation levels and examine relationships among variables. Findings revealed that School-Based DRRM programs were generally implemented across the four thematic areas, with disaster preparedness obtaining the highest level of implementation (M = 3.34), followed by prevention and mitigation and disaster response, while rehabilitation and recovery recorded the lowest mean score (M = 3.13). The challenges encountered by schools were generally of moderate extent, with financial resources and access to modern technology and equipment emerging as the most pressing concerns, followed by limitations in manpower and technical knowledge. Statistical analysis further indicated that the level of DRRM implementation significantly differed when respondents were grouped according to age, educational attainment, service experience, and participation in DRRM activities, but no significant difference was found when grouped by sex. Moreover, no significant relationship was identified between the level of implementation and the challenges encountered. These findings highlight the resilience and commitment of school personnel in implementing DRRM programs despite existing resource constraints and emphasize the need for strengthened institutional support and capacity-building initiatives to enhance disaster preparedness and resilience in disaster-prone school communities.
Keywords: Disaster Risk Reduction and Management, School-Based DRRM, Disaster Preparedness, Implementation Challenges, Rehabilitation and Recovery, Catanduanes
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/school-based-disaster-risk-reduction-and-management-drrm-implementation
The Effects of Cutting-Edge Instructional Materials on Students’ Performance in Technology and Livelihood Education: Input to Strategic Framework
Rose Ann Marie B. Guballo
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
rguballo2900@gmail.com
Jay B. Baylon
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jaybaylon8284@gmail.com
Abstract
This study assessed the effects of cutting-edge instructional materials on the performance of Grade 9 students in Technology and Livelihood Education (TLE) in a secondary school in the Division of Dasmariñas, Cavite during the school year 2025–2026. The investigation employed a descriptive–correlational research design to examine both the level of utilization of advanced instructional materials and their relationship to students’ academic performance. A total of 90 Grade 9 students participated in the study through total enumeration. Data were gathered using a researcher-developed questionnaire that measured the utilization of cutting-edge instructional materials across four dimensions: frequency and extent of use, teachers’ implementation and pedagogical use, student engagement and motivation, and sustainability and integration of materials. Students’ academic performance was measured using pretest and posttest scores in Technology and Livelihood Education. Statistical analyses included weighted mean, mean and standard deviation, paired t-test, and Pearson product–moment correlation. Findings revealed that cutting-edge instructional materials were highly utilized across all measured dimensions. Students’ academic performance improved substantially following the use of these instructional materials, with the mean score increasing from 14.1556 in the pretest to 36.5778 in the posttest. The paired t-test indicated a statistically significant difference between pretest and posttest scores, confirming the positive impact of the instructional materials on student performance. Furthermore, correlation analysis revealed a statistically significant relationship between the utilization of cutting-edge instructional materials and students’ posttest performance. These findings underscore the instructional value of integrating modern educational resources in TLE classrooms. Based on the results, the study proposes the GUBALLO Strategic Framework to guide the effective and sustainable implementation of cutting-edge instructional materials in Technology and Livelihood Education.
Keywords: cutting-edge instructional materials, Technology and Livelihood Education, student performance, instructional utilization, strategic framework
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/the-effects-of-cutting-edge-instructional-materials-on-students-performanc
Innovative Pedagogical Practices in Weinan Normal University: The Role of Artificial Intelligence (AI) Integration In Teaching
Wang Chao
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
1577656583@qq.com
Abstract
The integration of artificial intelligence (AI) in education has become a significant driver of pedagogical transformation in higher education institutions. This study examined the level of AI integration in teaching and the extent of innovative pedagogical practices among educators at Weinan Normal University during the School Year 2025–2026. Specifically, the investigation explored AI integration across instructional planning, delivery, and assessment, and examined how these practices relate to teachers’ implementation of innovative pedagogy in terms of content knowledge, pedagogical knowledge, and technological knowledge. A descriptive correlational research design was employed to analyze the relationship between the variables. The respondents consisted of 200 teachers selected through purposive sampling and 100 school administrators included through total enumeration. Data were collected using a validated researcher-developed questionnaire and analyzed using appropriate descriptive and inferential statistical procedures. The findings indicated that both teachers and administrators perceived the level of AI integration in instructional planning, delivery, and assessment as high. Similarly, innovative pedagogical practices were reported to a great extent across content, pedagogical, and technological dimensions. However, statistical tests revealed no significant differences in AI integration or innovative pedagogical practices when respondents were grouped according to demographic variables such as age, sex, educational attainment, length of service, and prior AI-related training. Furthermore, no significant relationship was found between the overall level of AI integration and the extent of innovative pedagogical practices. Based on these results, an AI-Enhanced Innovative Pedagogy Capacity-Building Program was proposed to strengthen teachers’ competencies in integrating AI tools into student-centered and ethically informed teaching practices in higher education settings.
Keywords: artificial intelligence integration, innovative pedagogy, higher education teaching, teacher professional development, Weinan Normal University
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/innovative-pedagogical-practices-in-weinan-normal-university
Addressing Teacher Burnout Through Artificial Intelligence-Driven Support Systems: A Qualitative Case Study in A Private Higher Education Institution
Irish Andre C. Carreon
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
irishcarreon825@gmail.com
Abstract
This study examined the phenomenon of teacher burnout within a private higher education institution and explored how artificial intelligence (AI)-driven support systems may contribute to mitigating burnout and strengthening faculty retention. Grounded in a qualitative case study design, the research focused on twelve teaching personnel from Guagua National Colleges, whose lived experiences provided insight into the complex interplay between professional demands, institutional conditions, and emerging technological interventions. Data were generated through semi-structured interviews and analyzed using Braun and Clarke’s six-phase thematic analysis framework, allowing for the systematic identification of patterns related to burnout, institutional support, and perceptions of AI integration. The findings revealed that teacher burnout is shaped by multiple interrelated factors, including workload intensity, administrative demands, emotional labor, and institutional constraints. Participants reported limited and inconsistent institutional support mechanisms, often relying on informal coping strategies to manage professional stress. Despite these challenges, teachers expressed cautious optimism regarding the potential of AI-driven systems to reduce workload pressures through automation of administrative tasks and support for instructional processes. However, participants emphasized that such technologies must remain human-centered and guided by ethical governance to ensure responsible implementation. The study contributes to the development of an AI-Guarded Teacher Retention Roadmap, which integrates technological support with institutional and ethical considerations. The findings underscore the importance of aligning AI innovations with teacher well-being initiatives to promote sustainable professional environments.
Keywords: teacher burnout, artificial intelligence, teacher retention, qualitative case study, institutional support
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/addressing-teacher-burnout-through-artificial-intelligence
Digital Note-Taking and Academic Performance of Nursing Students of University of Perpetual Help System-DALTA Calamba Campus
Nica Rose M. Desate, Ma. Samantha Mickaela C. Huertas, Jem Rowie P. Piamonte
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
nicadesate153@gmail.com
Abstract
This study examined the relationship between digital note-taking methods and the academic performance of nursing students at the University of Perpetual Help System DALTA–Calamba Campus. Grounded in the Cognitive-Affective Theory of Multimedia Learning, the research employed a mixed-methods design integrating quantitative and qualitative approaches to provide a comprehensive analysis of students’ note-taking practices and outcomes. A total of 154 nursing students were selected using stratified random sampling. Quantitative data were analyzed using descriptive statistics, Pearson Chi-square, and Analysis of Variance (ANOVA), while qualitative responses were subjected to thematic analysis. Findings revealed that the majority of students preferred a hybrid note-taking approach (72.1%), combining digital and handwritten methods. Despite variations in preference, statistical results indicated no significant relationship between note-taking methods and academic performance (p = 0.473), and no significant differences in academic performance across note-taking groups (p = 0.808). Students generally perceived digital and hybrid note-taking as beneficial for organization, engagement, and exam preparation, although traditional methods remained valuable for understanding complex concepts. Qualitative findings identified key challenges, including digital distractions, technical issues, eye strain, and difficulties in information retention. The study concludes that note-taking methods alone do not determine academic performance. Instead, effective and strategic use of note-taking approaches, particularly hybrid methods, enhances learning experiences. These findings align with recent studies emphasizing that learning outcomes are influenced more by cognitive engagement and study strategies than by the medium of note-taking itself (Haleem et al., 2022; Cross & Kendrick, 2024; Wiechmann et al., 2022).
Keywords: digital note-taking, academic performance, hybrid note-taking, nursing students
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/digital-note-taking-and-academic-performance-of-nursing-students
Pagtaya sa Kabisaan ng Project Pag-Asa sa Pagpapataas ng Antas ng Pagbasa ng mga Mag-aral ng Baitang Pito
Eloisa V. San Juan
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
eloisa.sanjuan001@deped.gov.ph
Abstrak
Ang pag-aaral na ito ay naglalayong suriin ang kabisaan ng Project PAGASA (Pagkalinga at Gabay ng Guro, Asenso sa Mag-aaral) sa pagpapataas ng antas ng pagbasa ng mga mag-aaral sa Baitang Pito sa San Mateo National High School, Dibisyon ng Rizal. Ginamit sa pananaliksik ang kwalitatibong disenyo, partikular ang case study, upang mailarawan ang karanasan, saloobin, at pananaw ng mga kalahok na sumailalim sa reading remediation program. Limang piling mag-aaral ang naging kalahok sa pag-aaral na pinili sa pamamagitan ng purposive sampling. Isinagawa ang pangangalap ng datos sa pamamagitan ng in-depth interview, at ang mga nakalap na datos ay sinuri gamit ang tematikong pagninilay alinsunod sa Thematic Analysis nina Braun at Clarke. Batay sa resulta, lumitaw na ang Project PAGASA ay nakatulong sa pag-angat ng antas ng pagbasa ng mga kalahok mula sa kabiguang lebel tungo sa instruksyunal na lebel batay sa Phil-IRI pretest at posttest. Natukoy rin na ang mga karanasang may kaugnayan sa patuloy na paggabay ng guro, pagbibigay ng pagsasanay, at regular na pagtataya ay mahalagang salik sa pag-unlad ng kasanayan sa pagbasa. Sa kabilang banda, ang mga hamon tulad ng kahirapan sa pagbigkas at kakulangan sa kumpiyansa ay unti-unting nalampasan sa pamamagitan ng angkop na interbensyon. Ipinakita rin ng pag-aaral na ang pag-unlad sa pagbasa ay may positibong epekto sa pag-unawa sa iba pang asignatura. Iminumungkahi ng pag-aaral ang pagpapatuloy at pagpapalakas ng mga programang remedial sa pagbasa at ang pagbuo ng mas kontekstuwalisadong interbensyon upang higit pang mapaunlad ang kasanayan sa pagbasa ng mga mag-aaral.
Mga Susing Salita: pagbasa, reading remediation, Project PAGASA, Phil-IRI, kasanayang pangwika
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/pagtaya-sa-kabisaan-sg-project-pag-asa-sa-pagpapataas-ng-antas-ng-pagbasa
Pedagogical Translanguaging as a Counter-Discourse to Linguistic Imperialism: A Case Study of Multilingual Practices in Tertiary Classrooms as Basis for a Policy Brief on Linguistic Inclusivity
John Louie Pastrana Guimaras
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jlguimaras@gmail.com
Abstract
This study examined pedagogical translanguaging as a counter-discourse to linguistic imperialism within multilingual tertiary classrooms, focusing on its implications for linguistic inclusivity in higher education. Situated in Christ the King College in Gingoog City, Misamis Oriental, Philippines, the research was anchored in Critical Pedagogy, Translanguaging Theory, and the Postcolonial Theory of Language and Power. Employing a qualitative case study design, the study generated data through semi-structured interviews with sixteen participants, including faculty members and undergraduate students across academic programs. Findings revealed that translanguaging is an established yet largely informal pedagogical practice used to facilitate comprehension, engagement, and participation in English-dominant classrooms. Participants described using Filipino and Cebuano alongside English to clarify concepts, negotiate meaning, and construct academic knowledge. These practices were found to support students’ cognitive processing and reduce communicative barriers while affirming their multilingual identities. However, translanguaging remained inconsistently applied due to the absence of explicit institutional policies, relying instead on teacher discretion. The study further demonstrated that English continues to function as a gatekeeping language that structures access to participation and epistemic recognition. In contrast, translanguaging enables students to exercise linguistic agency and resist linguistic marginalization. Institutional language policies were found to simultaneously tolerate and constrain multilingual practices, resulting in a misalignment between official frameworks and classroom realities. Drawing on these findings, the study proposes a policy brief that outlines guiding principles and strategic directions for integrating linguistic inclusivity into higher education. The study underscores pedagogical translanguaging as a viable pathway toward equity and epistemic justice, advocating for deliberate policy reform that recognizes multilingualism as a legitimate academic resource.
Keywords: pedagogical translanguaging, linguistic imperialism, multilingual higher education, linguistic inclusivity, epistemic justice
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/pedagogical-translanguaging-as-a-counter-discourse-to-linguistic-imperialis
Cross-Cultural Encounters in Teacher Development: Insights From Uzbek English Teachers in a Filipino-Led Master Class as Basis for a Capacity-Building Framework
Nina Jane A. Labastida
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
labastidaninajane@gmail.com
Abstract
This study examined how cross-cultural encounters experienced by Uzbek English teachers in a Filipino-led master class shaped their professional growth and informed the development of a sustainable capacity-building framework. Grounded in Sociocultural Theory, Intercultural Competence Theory, and Transformative Learning Theory, the research employed a qualitative case study design to capture the lived experiences of ten purposively selected teachers from Middle School, School No. 5, Navoi Shahar, Uzbekistan. Data were generated primarily through in-depth semi-structured interviews and analyzed using reflexive thematic analysis to identify patterned meanings across participants’ narratives. Findings revealed that cross-cultural professional engagement functioned as a multidimensional catalyst for teacher development. Six major themes emerged: pedagogical reframing, identity negotiation, emotional climate transformation, institutional mediation, community-oriented professional development, and foundations for framework design. Teachers reported a shift from traditional authority-centered instruction toward structured, student-centered pedagogies while maintaining their culturally grounded professional identity. The experience fostered increased confidence, reflective practice, and adaptive instructional strategies aligned with communicative language teaching. At the same time, institutional support, collaborative culture, and contextual constraints were identified as critical mediating factors influencing the sustainability of change. Based on these findings, the study proposes a practice-based, culturally responsive, and structurally aligned capacity-building framework emphasizing classroom-embedded training, mentorship systems, and intercultural collaboration. The study contributes to the literature by demonstrating how cross-cultural professional learning can promote educational modernization without cultural displacement, offering context-sensitive insights for teacher development in reform-oriented educational systems.
Keywords: cross-cultural teacher development, capacity-building framework, teacher identity, student-centered pedagogy, intercultural professional learning
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/cross-cultural-encounters-in-teacher-development
Relevance and Integration of Sustainable Development Goals (SDGs) in the BS Biology Curriculum: Toward the Development of the STUDY-UP Framework
Rissa A. Lasap
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
rissalasap22@gmail.com
Miriam B. Ranola
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
miriamranola01@gmail.com
Abstract
This study examined the extent of integration and perceived relevance of the Sustainable Development Goals within the Bachelor of Science in Biology curriculum at Rizal Technological University, serving as the basis for the development of a strategic integration framework. Anchored on the need to strengthen sustainability-oriented higher education, the research employed a mixed-methods design combining quantitative survey data and qualitative insights from stakeholders. A total of 90 fourth-year BS Biology students and selected faculty members participated in the study. Descriptive statistics, including mean and frequency distribution, were utilized to assess the degree of SDG integration across curriculum components such as learning outcomes, course content, instructional strategies, assessment, and resources, while Pearson r correlation determined significant relationships among key variables. Thematic analysis was conducted to capture stakeholder experiences, challenges, and opportunities. Findings revealed that SDGs are generally highly integrated within the curriculum, particularly in areas related to health, education, and environmental sustainability. However, integration remains uneven, with lower emphasis on socio-economic, governance, and partnership-related goals. Significant positive relationships were identified between the extent of SDG integration and perceived relevance, indicating that stronger curricular alignment enhances stakeholder recognition of sustainability importance. Qualitative results further indicated that SDG integration is often implicit, with limited experiential learning opportunities and institutional support. Based on these findings, the study proposed the STUDY-UP strategic framework to promote coherent, explicit, and systematic SDG integration in biology education.
Keywords: Sustainable Development Goals, curriculum integration, biology education, higher education, mixed-methods research
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/relevance-and-integration-of-sustainable-development-goals-sdgs
Responsive Feedback and Positive Perspective from Teachers and Students in Teaching Information and Communication Technology (ICT) Basis for the Training Program
Elvie A. Lolong
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
lolong.elvie@yahoo.com
Abstract
This study examined the pandemic and post-pandemic perspectives and responsive feedback mechanisms of teachers and students in the teaching of Information and Communication Technology (ICT) as a basis for a targeted training intervention in Technology and Livelihood Education (TLE). Employing a descriptive–correlational research design, the study involved 305 Grade 7 students and 26 TLE teachers from 13 public secondary schools in the Bongabong North and South Districts, Oriental Mindoro. Data were collected using two validated researcher-developed instruments measuring perspectives across four domains—technology utilization, instructional support, mental health needs, and solution-oriented practices—and feedback dimensions including agility and flexibility, adaptiveness, iterative improvement, responsiveness, and actionability. Reliability testing yielded a Cronbach’s alpha of 0.965, indicating high internal consistency. Descriptive statistics, including weighted mean, were used to assess levels of perspectives and feedback, while inferential statistics such as Analysis of Variance (ANOVA), t-tests, and Pearson’s correlation coefficient were applied to determine significant differences and relationships. Findings revealed generally high to very high levels of ICT integration and feedback responsiveness among teachers, while students demonstrated consistently high levels across domains. Significant differences were observed in selected variables such as sex and learning modality, particularly in technology utilization and mental health support, while other dimensions showed no statistically significant variation. The study underscores the importance of responsive feedback and adaptive instructional practices in strengthening ICT-based learning environments and informs the development of a structured training program aligned with post-pandemic educational demands.
Keywords: ICT education, responsive feedback, pandemic learning, technology integration, TLE training program
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/responsive-feedback-and-positive-perspective-from-teachers-and-students
Inclusive Pedagogies in Context: A Case Study on Managing Instructional Strategies for Learners from Indigenous and Disadvantaged Backgrounds in San Emilio District, Ilocos Sur
Lyda T. Lupadit
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
lupaditlyda13@gmail.com
Abstract
This study examined how teachers in the San Emilio District of Ilocos Sur manage instructional strategies to promote inclusive pedagogies for learners from indigenous and disadvantaged backgrounds. Grounded in culturally responsive pedagogy and inclusive education principles, the research aimed to understand the instructional conditions, strategies, challenges, and learner outcomes associated with inclusive teaching in a rural, upland, and multilingual context. Employing a qualitative case study design, data were generated through in-depth, semi-structured interviews with nine public school teachers from elementary and secondary levels who had direct experience working with diverse learners. Verbatim transcripts were subjected to thematic analysis to identify recurring patterns and context-specific variations in instructional practice. Findings revealed that teachers’ instructional strategies are shaped by interconnected sociocultural, linguistic, institutional, and personal factors. Inclusive pedagogy was enacted through differentiated and flexible instruction, multilingual mediation, contextualization of content using indigenous knowledge and community practices, and the establishment of inclusive and relational classroom environments. Despite persistent challenges such as limited culturally aligned materials, curriculum constraints, language barriers, and resource limitations, teachers demonstrated strong professional agency through adaptive decision-making, collaboration, and improvisation. These practices were associated with improved learner engagement, participation, academic responses, and a stronger sense of belonging and cultural affirmation. Based on these findings, the study developed a culturally responsive teaching framework that conceptualizes inclusive pedagogy as a learner-centered, context-sensitive, and equity-driven instructional system responsive to local realities.
Keywords: culturally responsive teaching; inclusive pedagogy; indigenous learners; disadvantaged learners; qualitative case study
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/inclusive-pedagogies-in-context-a-case-study-on-managing-instructional-str
Critical Thinking Strategies and Its Relationship to Metacognitive Awareness in Science Education among Grade 10 Learners
Ma. Carmel E. Macasinag
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
macarmel.macasinag@deped.gov.ph
Abstract
This study examined the relationship between critical thinking strategy utilization and metacognitive awareness among Grade 10 learners in science education at Las Piñas National High School during the School Year 2025–2026. Grounded in a quantitative-correlational research design, the study involved 145 student respondents selected through purposive random sampling across multiple sections. A validated researcher-made questionnaire measured five domains of critical thinking strategies—analysis, evaluation, inference, explanation, and self-regulation—and four components of metacognitive awareness—declarative knowledge, procedural knowledge, planning, and monitoring and evaluation. Descriptive and inferential statistical analyses, including mean, standard deviation, t-test, ANOVA, and Pearson’s r, were employed. Findings revealed that learners demonstrated generally high levels of critical thinking strategy utilization, particularly in analysis, evaluation, explanation, and self-regulation, while inference-related behaviors were comparatively less consistent. Metacognitive awareness was also found to be high, especially in declarative knowledge, planning, and monitoring and evaluation, although procedural control showed relatively weaker consistency. No statistically significant differences were observed in either critical thinking strategies or metacognitive awareness when grouped by age, sex, or section. However, a strong positive and statistically significant relationship (r = 0.8566, p < .00001) was identified between critical thinking strategy utilization and metacognitive awareness. These results suggest that enhancing metacognitive regulation may directly strengthen critical thinking in science learning. Based on the findings, the Think-Check-Explain Science (TCES) program was proposed to address identified skill gaps through structured routines, reflective practices, and evidence-based reasoning tasks.
Keywords: critical thinking strategies, metacognitive awareness, science education, Grade 10 learners, quantitative-correlational study
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/critical-thinking-strategies-and-its-relationship-to-metacognitive-awarenes
From Collaboration to Transformation: A Case Study on Professional Learning Communities, Faculty Trust, and Organizational Readiness for Change in Tagum City Basic Education
Joar E. Mallari
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
Joar.mallari@deped.gov.ph
Abstract
This study examined the interaction of professional learning communities (PLCs), faculty trust, and organizational readiness for change in facilitating institutional transformation within a public secondary school context. Anchored in a qualitative case study design, the research was conducted at Tagum City National Comprehensive High School in Tagum City, Davao del Norte, Philippines. Data were generated through five individual semi-structured interviews and one focus group discussion involving five additional participants who were actively engaged in collaborative professional learning activities. Thematic analysis, guided by Braun and Clarke’s six-phase framework, was employed to systematically analyze participants’ narratives and identify emerging patterns related to collaboration, trust, and readiness for change. Findings revealed that PLCs function as significant platforms for collaborative inquiry, reflective dialogue, and shared instructional improvement, contributing to teachers’ professional growth and strengthening collegial relationships. Faculty trust emerged as a critical relational condition that sustains collaboration, fosters open communication, and enhances engagement in school initiatives. Organizational readiness for change was influenced by leadership support, collaborative structures, openness to innovation, and access to professional development, although constraints such as workload demands and resistance to change were also evident. The study further demonstrated that collaboration within PLCs contributes to the development of trust, which in turn strengthens the institution’s collective readiness to implement educational reforms. Based on these findings, a Future-Proof Change Management Roadmap was proposed to guide sustainable institutional transformation.
Keywords: professional learning communities, faculty trust, organizational readiness for change, institutional transformation, educational leadership
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/from-collaboration-to-transformation-a-case-study-on-professional-learning
Collaborative Practices of General and Special Education Teachers in Clark County School District to Support Students with Special Learning Needs through Individualized Education Programs
Shiela May Manalo
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
manaloshielamay26@gmail.com
Abstract
This study explores the collaborative practices of general and special education teachers in supporting students with special learning needs through the implementation of Individualized Education Programs (IEPs) within the Clark County School District (CCSD). Grounded in a qualitative phenomenological design, the research examines the lived experiences of eight purposively selected participants, including general educators, special educators, and a school counselor. Data were generated through semi-structured interviews and analyzed using systematic coding, thematic clustering, and composite textural–structural synthesis to capture the essence of collaborative practice. Findings reveal that collaborative IEP implementation operates as a systemically mediated practice characterized by distributed expertise, shared moral purpose, and collective efficacy. While participants demonstrated strong relational trust and professional commitment, structural constraints—particularly limited protected planning time, scheduling misalignment, and extensive documentation requirements—moderated the depth and sustainability of collaboration. Facilitating conditions included open communication, supportive leadership, and culturally inclusive professional relationships, which enhanced instructional alignment, student access to the curriculum, behavioral consistency, and teacher confidence. The study culminates in the development of a Collaborative IEP Partnership Framework that integrates structured communication, institutional alignment, and distributed professional roles. The findings contribute to inclusive education scholarship by translating lived practitioner experiences into a systemically grounded model for strengthening collaborative practice in multicultural educational settings.
Keywords: collaborative IEP implementation, inclusive education, distributed expertise, collective efficacy, ecological systems theory
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/collaborative-practices-of-general-and-special-education-teachers-in-clark
Returning Overseas Filipino Workers’ Perspectives on the “Sa Pinas, Ikaw ang Ma’am at Sir” (SPIMS) Program as a Capacity-Building Intervention for Employment Opportunities: Basis for a Reintegration Framework
Kirstine Karen B. Perez
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
ballareskristine@gmail.com
Abstract
This study examined how returning Overseas Filipino Workers (OFWs) perceive and experience the “Sa Pinas, Ikaw ang Ma’am at Sir” (SPIMS) program as a capacity-building intervention for employment opportunities and how these insights inform the development of a reintegration framework. Anchored in a qualitative case study design, the research focused on seven returning OFW teachers in Laguna Province who had directly engaged with SPIMS. Data were generated through in-depth semi-structured interviews and analyzed using thematic and cross-case analysis to capture patterns of convergence and divergence in reintegration experiences. Findings revealed that reintegration is a multidimensional and conditional process shaped by economic realities, institutional processes, and socio-cultural dynamics. While SPIMS effectively facilitated employment access by translating overseas teaching experience into local professional opportunities, participants encountered significant challenges related to salary compression, delays in deployment, and limited institutional coordination. The program contributed to transitional stabilization through financial support mechanisms and reduced employment uncertainty; however, long-term sustainability remained contingent upon income adequacy, career progression, and family-centered considerations. The study culminated in the development of a participant-informed Capacity-Building Framework for Reintegration, emphasizing access and conversion, transitional stabilization, psychosocial reinforcement, and retention sustainability as interdependent domains. The findings highlight the need for reintegration programs to move beyond employment placement toward holistic, retention-sensitive interventions that address both economic and psychosocial dimensions of return migration.
Keywords: reintegration, OFWs, SPIMS program, capacity-building, employment transition
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/returning-overseas-filipino-workers-perspectives
Preparing for the Digital Horizon: A Grounded Theory of English Teachers’ Capacity-Building Needs in Integrating AI into Reading Comprehension Instruction
Joemar Pontipedra Prado
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
joemar.prado@deped.gov.ph
Abstract
The rapid advancement of artificial intelligence (AI) technologies has introduced transformative possibilities for literacy instruction, particularly in the domain of reading comprehension. This study examined how English teachers construct, experience, and respond to their capacity-building needs in integrating AI into reading comprehension instruction within a public secondary school context. Anchored in a grounded theory design, the research drew on qualitative data collected through semi-structured interviews with ten English teachers actively engaged in literacy instruction. The analysis followed systematic coding procedures, including initial, focused, and theoretical coding, to generate a substantive explanation of teachers’ capacity-building processes. Findings revealed that teachers’ engagement with AI emerged through a gradual and reflective learning trajectory characterized by curiosity, experimentation, and practical instructional demands. Teachers primarily utilized AI tools to support lesson preparation, generate reading materials, and design differentiated learning activities tailored to students’ diverse comprehension levels. The development of teacher capacity was influenced by multiple factors, including individual technological readiness, access to digital resources, institutional support, and opportunities for professional development. While participants recognized the instructional benefits of AI, they also identified challenges related to infrastructure limitations, student overreliance on AI-generated outputs, and the need for ethical guidance in technology use. The grounded theory generated from the study highlights that AI integration in reading instruction is a teacher-mediated and context-dependent process shaped by continuous adaptation and professional agency. The findings provide a basis for developing responsive and sustainable professional development programs that support effective and ethical AI integration in education.
Keywords: artificial intelligence, reading comprehension, teacher capacity-building, grounded theory, literacy instruction
https://www.qualisearchjournal.org/archive/volume-2-issue-2-february-2026/preparing-for-the-digital-horizon-a-grounded-theory-of-english-teachers-c
