QualiSearch Journal of Educational Research and Practice
April 2026 | Volume 2, Issue 4 | ISSN 3082-5636
Character Leadership as a Practice-Based and Relationally Sustained Process in a Multi-Campus Catholic School
Marielle Chelsea S. Tambunting-Punsalang
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
chelseatambunting@yahoo.com
Abstract
This study examined how school leaders within a multi-campus Catholic educational institution conceptualize, enact, and sustain character-centered leadership in contemporary educational contexts. Anchored in a constructivist grounded theory design, the research focused on teacher-coordinators who function as frontline leaders in character formation across three campuses of Marymount Academy of Parañaque. Six co-participants were purposively selected based on their active roles in mentoring, program implementation, and values integration. Data were generated through in-depth semi-structured interviews and analyzed using iterative coding, constant comparison, and theoretical integration procedures.
Findings revealed that character leadership operates as a holistic and dynamic process integrating moral, relational, and spiritual dimensions. Leadership is enacted through modeling, mentoring, and reflective engagement, supported by institutional systems such as routines, co-curricular programs, and relational support structures. The analysis further identified a critical distinction between value instruction and value internalization, demonstrating that authentic character development emerges through sustained practice, lived experience, and guided reflection rather than through formal instruction alone.
The study culminated in the emergence of a core explanatory category: character leadership as an integrated, practice-based, and relationally sustained process. This process reflects the alignment of leadership practices, institutional structures, and student experiences, enabling values to be enacted, internalized, and reinforced over time. The resulting Character Leadership Framework offers a context-sensitive and scalable model for strengthening values-based leadership in educational settings.
Keywords: character leadership, grounded theory, values education, relational leadership, character formation
https://www.qualisearchjournal.org/archive/volume-2-issue-4-april-2026/character-leadership-as-a-practice-based-and-relationally-sustained-process
From Laboratory Challenges to Instructional Support: a Qualitative Case Study as Basis for Developing a
Contextualized Biology Laboratory Manual for Senior High School
Paul Richard C. Gamba
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
paulgamba1987@gmail.com
Abstract
This study examined the experiences and instructional challenges of Senior High School science teachers in implementing Biology laboratory instruction within a public secondary school context. Grounded in constructivist, experiential, and situated learning perspectives, the research employed a qualitative case study design to generate an in-depth understanding of laboratory teaching practices under resource-constrained conditions. Ten science teachers from Las Piñas City National Senior High School – CAA Campus participated in semi-structured interviews, supplemented by document analysis of existing laboratory materials. Data were analyzed using thematic analysis, leading to the identification of three central themes: resource-constrained laboratory environments, teacher adaptive practices and instructional agency, and the misalignment and limitations of existing laboratory materials. Findings revealed that inadequate laboratory equipment, limited materials, large class sizes, and constrained instructional time significantly affected the quality and consistency of laboratory experiences. Despite these constraints, teachers demonstrated adaptive strategies, including improvisation of materials and modification of procedures, to sustain laboratory instruction. However, existing laboratory guides were found to lack contextual relevance, procedural clarity, and instructional scaffolding. Synthesizing these insights, the study proposed a contextualized Biology laboratory manual designed to align laboratory activities with available resources while enhancing procedural clarity, inquiry engagement, and student comprehension. The evidence presented points to the critical role of context-responsive instructional materials in bridging the gap between curriculum expectations and classroom realities in science education.
Keywords: Biology laboratory instruction, contextualized laboratory manual, qualitative case study, science education, instructional materials, resource-constrained environment
https://www.qualisearchjournal.org/archive/volume-2-issue-4-april-2026/from-laboratory-challenges-to-instructional-support
From Dependence to Self-Reliance: The Role of Assistive Technology in Fostering Autonomy among SPED Grade 5 Learners
Marites O. Asis
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
maritesolazoasis001@gmail.com
Abstract
This study examined the role of assistive technology in fostering autonomy and self-reliance among Special Education (SPED) Grade 5 learners at Enlisted Men’s Signal Village Elementary School in Taguig City, Philippines. Grounded in a qualitative case study design, the research aimed to explore how assistive tools support learners’ transition from dependence to independent learning and to develop a structured roadmap for autonomy. Data were generated through semi-structured interviews with ten co-participants, including five SPED learners, three SPED teachers, and two school administrators. Thematic analysis was employed to identify recurring patterns and meanings within participant narratives. Findings revealed that assistive technology enhances accessibility, engagement, and independent task completion through multimodal supports such as text-to-speech, speech-to-text, adaptive keyboards, and interactive applications. Learners demonstrated varying levels of autonomy, influenced by teacher scaffolding, learner readiness, and institutional support. Challenges related to limited resources, technical constraints, and gaps in teacher preparedness were also identified. Despite these barriers, adaptive strategies enabled stakeholders to maximize the benefits of assistive technology. The study culminated in the development of a Roadmap for Independent Learning, outlining progressive phases toward autonomy. The findings contribute to inclusive education by offering a context-responsive framework for integrating assistive technology to promote learner independence in SPED settings.
Keywords: assistive technology, learner autonomy, self-reliance, special education, independent learning
https://www.qualisearchjournal.org/archive/volume-2-issue-4-april-2026/the-role-of-assistive-technology-in-fostering-autonomy
From Print to Click: Addressing the Challenges of Reading Comprehension Assessment through an Online System for Senior High School English Classrooms
Jonathan C. Fernandez
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
Jonathan.Fernandez0101@gmail.com
Abstract
The persistent limitations of traditional print-based reading comprehension assessments, particularly in terms of efficiency, feedback delivery, and learner engagement, necessitate the development of innovative, technology-driven solutions in contemporary educational contexts. This study aimed to develop and validate an online reading comprehension assessment system for senior high school English classrooms using the ADDIE instructional design model. Anchored in a convergent parallel mixed-methods design, the study involved 48 senior high school students and 8 English teachers from Balingasa High School, Quezon City, Philippines. Quantitative data were gathered through pretest-posttest measures, usability surveys, and system analytics, while qualitative data were generated through interviews, observations, and reflection journals. Data analysis employed descriptive and inferential statistics alongside thematic analysis. Findings revealed that the system was highly usable, functionally reliable, and pedagogically aligned with instructional objectives. Although improvements in reading comprehension performance were observed, these were not statistically significant. However, qualitative evidence indicated enhanced learner engagement, increased motivation, and reduced assessment anxiety. The convergence of findings suggests that the developed system effectively improves assessment efficiency and enriches the overall learning experience. The study contributes to the field of educational technology by providing an empirically validated model for integrating digital assessment tools in public school settings.
Keywords: online assessment system, reading comprehension, ADDIE model, mixed methods, digital assessment
https://www.qualisearchjournal.org/archive/volume-2-issue-4-april-2026/reading-comprehension-assessment-through-an-online-system
School Heads’ Adaptive Leadership in Managing Student Promotion without Mastery in the Division of Lanao
Del Norte Toward a Learning Recovery Roadmap
Jeralyn A. Luna.
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jeraaluna@gmail.com
Abstract
This study investigated how school heads exercise adaptive leadership in managing promotion without mastery in secondary schools within the Division of Lanao del Norte, Philippines, with the goal of informing a contextualized Learning Recovery Roadmap. Grounded in a qualitative phenomenological design, the research explored the lived experiences of seven school heads selected through purposive sampling. Data were generated through in-depth semi-structured interviews and analyzed using systematic processes of meaning condensation, clustering of significant statements, and thematic development. Findings indicate that promotion without mastery is not an isolated administrative issue but a systemic condition shaped by post-pandemic learning gaps, socio-economic constraints, policy expectations, and institutional limitations. School heads responded through adaptive leadership practices characterized by contextual responsiveness, collaborative engagement, ethical decision-making, and data-informed interventions. Key strategies included conditional promotion mechanisms, structured remediation programs, stakeholder mobilization, and continuous monitoring of learner progress. Leadership practices further revealed a dynamic balancing of compassion and accountability, reflecting the moral and professional tensions embedded in decision-making processes. The findings also underscore that learning recovery requires sustained, long-term interventions prioritizing foundational competencies, particularly literacy and numeracy. From these insights, the study proposes a Learning Recovery Roadmap integrating diagnostic assessment, differentiated instruction, targeted remediation, teacher capacity-building, and multi-stakeholder collaboration. The study contributes to the discourse on adaptive leadership in complex educational contexts and offers practical, policy-relevant guidance for addressing promotion without mastery in resource-constrained environments.
Keywords: adaptive leadership, promotion without mastery, learning recovery, school leadership, phenomenology
https://www.qualisearchjournal.org/archive/volume-2-issue-4-april-2026/adaptive-leadership-in-managing-student-promotion-without-mastery
Expert Consensus on AI in Assessment: A Delphi Study Using Solo Taxonomy to Validate AI-Generated PISA-Style
Grade 8 Science Items
Jeofrey F. Robles
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jeofforbille@gmail.com
Abstract
The integration of artificial intelligence (AI) in educational assessment has introduced new possibilities for generating cognitively demanding test items aligned with international standards. However, concerns persist regarding the validity, clarity, and cognitive alignment of AI-generated assessment materials. This study aimed to validate AI-generated PISA-style Grade 8 Earth and Space Science items through a quantitative developmental–Delphi research design anchored on the Structure of the Observed Learning Outcomes (SOLO) taxonomy. The study was conducted in selected public secondary schools in Marikina City, Philippines, involving a purposively selected panel of twenty science education experts, including master teachers, head teachers, science teachers, a curriculum supervisor, and assessment specialists. AI-generated items were evaluated across two Delphi rounds using structured Likert-scale ratings based on content validity, clarity of wording, cognitive alignment, and classroom applicability. Data analysis employed median scores, interquartile range (IQR), and Kendall’s coefficient of concordance (W) to determine the level of expert consensus. Findings indicated that all items achieved high median ratings and low variability in the second round, with Kendall’s W = 0.86, reflecting strong agreement among experts. The validated items demonstrated alignment with higher-order cognitive levels and were deemed suitable for classroom implementation. The study contributes an empirically validated prototype item bank and establishes a structured framework for responsible AI integration in science assessment.
Keywords: artificial intelligence in assessment, Delphi technique, SOLO taxonomy, PISA-style items, science education
https://www.qualisearchjournal.org/archive/volume-2-issue-4-april-2026/expert-consensus-on-ai-in-assessment
Play-Based Learning Implementation and Its Relationship to Social and Emotional Development Among Kindergarten Students in Saudi Arabia
Charmine P. Bueno
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
charminebueno@gmail.com
Josephine Garcia Maningas
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
josephine_maningas2006@yahoo.com.ph
Abstract
This study examined the relationship between play-based learning implementation and the social and emotional development of kindergarten students in Dome International Schools in Saudi Arabia during the academic year 2024–2025. Grounded in a quantitative, descriptive-correlational design, the research aimed to determine the extent of play-based learning practices and assess their association with children’s socio-emotional outcomes. The respondents consisted of 30 kindergarten teachers selected through purposive sampling. Data were collected using a researcher-adapted Teacher Observation Checklist designed to measure three dimensions of play-based learning—guided cooperative play, imaginative and role play, and free exploratory play—as well as three domains of social and emotional development: peer interaction and cooperation, emotional regulation, and self-confidence and independence. Statistical analyses included frequency, percentage, weighted mean, one-way analysis of variance (ANOVA), and Pearson product-moment correlation. Findings indicated that play-based learning was frequently implemented in classroom settings, while students demonstrated a generally high level of social and emotional development. A statistically significant difference in play-based learning implementation was observed when respondents were grouped according to years of teaching experience. Furthermore, results revealed a statistically significant moderate positive correlation between play-based learning and social and emotional development. These findings highlight the role of developmentally appropriate, play-centered instructional practices in fostering essential socio-emotional competencies among young learners and provide empirical support for strengthening play-based pedagogical approaches in early childhood education.
Keywords: play-based learning, social and emotional development, kindergarten students, early childhood education, Saudi Arabia
https://www.qualisearchjournal.org/archive/volume-2-issue-4-april-2026/play-based-learning-implementation-and-its-relationship-to-social
Reconstructing Teacher Identity Under Economic Migration: A Qualitative Inquiry of Filipino Educators in Vietnam
Francis Antiga Tacdol
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
tacdolfrancis92@gmail.com
Abstract
The transnational migration of educators has increasingly foregrounded the tension between vocational identity and economic survival, particularly among teachers from developing contexts. This study explored the lived experiences of Filipino migrant teachers in Vietnam as they navigated the process of identity reconstruction within economically driven migration conditions. Anchored in Symbolic Interactionism, the study employed a qualitative research design utilizing semi-structured interviews with eight purposively selected participants who had prior teaching experience in the Philippines and were currently employed in Vietnam. Data were analyzed through thematic analysis, generating 191 coded entries that were organized into 11 themes and six thematic clusters. Findings revealed that identity reconstruction was a structured yet individually interpreted process initiated by economic necessity and shaped through continuous meaning-making. Participants experienced stages characterized by vocational grounding, economic catalysis, systemic dislocation, survival-based compliance, emotional processing, and eventual identity reformulation. Despite shared structural conditions, divergent identity outcomes emerged, resulting in eight distinct pathways of identity reconstruction. A universal redefinition of success toward financial stability was observed, though its configuration varied across individuals. The study contributes to the development of the Symbolic Reconstruction of Identity Through Economic Migration (SRIEM) framework and underscores the complex interplay between economic imperatives and professional identity among migrant educators. Implications are drawn for policy, institutional support, and future research on teacher migration and identity formation.
Keywords: teacher identity, migrant educators, qualitative inquiry, economic migration, symbolic interactionism
https://www.qualisearchjournal.org/archive/volume-2-issue-4-april-2026/reconstructing-teacher-identity-under-economic-migration
Reflective Speaking Experiences of Marine Students in Maritime English: A Phenomenological Inquiry at PNTC Colleges Dasmariñas
Shiela C. De Guzman
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
Shiela.deguzman.pntc@gmail.com
Abstract
Reflective speaking has increasingly been recognized as a critical pedagogical approach in English for Specific Purposes (ESP), particularly in high-stakes communication domains such as maritime education. Despite its growing relevance, limited research has examined how maritime students experience reflective speaking within authentic training contexts. This study explored the lived experiences of marine students engaging in reflective speaking activities at PNTC Colleges Dasmariñas. Anchored in a qualitative phenomenological design, the study sought to capture the essence of participants’ experiences as they navigated structured reflection in Maritime English tasks. The participants consisted of selected marine students who had direct exposure to reflective speaking activities. Data were generated through semi-structured, in-depth interviews guided by the 5Rs Model of Reflective Thinking, allowing participants to articulate their experiences across stages of reporting, responding, relating, reasoning, and reconstructing. Interviews were audio-recorded, transcribed verbatim, and analyzed using Colaizzi’s seven-step phenomenological method, which facilitated the transformation of significant statements into clustered themes and an essential structure of the phenomenon. Findings revealed recurring patterns of language anxiety during initial speaking tasks, followed by gradual development of metacognitive awareness, strategic regulation, and reliance on technological and social support mechanisms. Participants described reflection as a cyclical process that enabled them to convert immediate speaking challenges into actionable improvements. The emergent structure highlighted a trajectory from anxiety toward structured clarity, supported by reflective adjustments and feedback integration. These findings contribute to the understanding of reflective speaking in maritime education by foregrounding the interplay of emotional, cognitive, and contextual factors. The study offers implications for designing reflective, scaffolded speaking interventions that enhance communicative competence in high-pressure professional settings.
Keywords: reflective speaking, maritime English, phenomenology, language anxiety, metacognitive development
https://www.qualisearchjournal.org/archive/volume-2-issue-4-april-2026/reflective-speaking-experiences-of-marine-students-in-maritime-english
Exploring the Innovative Practices and Challenges of Teacher-In-Charge in Geographically Isolated and Disadvantaged Areas of Glan District
Ulysses R. Pamatian
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
ulysses.pamatian@deped.gov.ph
Abstract
Instructional supervision in geographically isolated and disadvantaged areas (GIDAs) presents unique leadership challenges that require context-responsive and adaptive approaches. This study examined the lived experiences of Teachers-in-Charge (TICs) in the Glan District, focusing on their innovative supervisory practices and contextual challenges toward the development of a contextualized instructional supervision framework. Anchored in a qualitative phenomenological design, the study involved five purposively selected TICs who had extensive experience in managing schools within GIDA contexts. Data were generated through in-depth semi-structured interviews and analyzed using inductive thematic analysis. Findings revealed four major themes: supervision as a collaborative and developmental practice; contextual and structural constraints shaping leadership; adaptive and context-responsive supervisory strategies; and the need for a localized instructional supervision framework. TICs navigated challenges such as limited resources, geographic isolation, and role multiplicity by employing peer mentoring, Learning Action Cells (LACs), instructional coaching, and community engagement strategies. These practices demonstrate that supervision in GIDA schools is relational, flexible, and deeply embedded in socio-cultural realities. The study contributes to the discourse on instructional leadership by foregrounding localized, experience-based insights and proposing a Contextualized Instructional Supervision Framework that integrates collaborative leadership, ecological awareness, and transformational practices. Implications for policy, practice, and future research emphasize the necessity of differentiated supervisory models tailored to marginalized educational settings.
Keywords: instructional supervision, Teachers-in-Charge, GIDA schools, adaptive leadership, contextualized framework
https://www.qualisearchjournal.org/archive/volume-2-issue-4-april-2026/innovative-practices-and-challenges-of-teacher-in-charge-in-geographically
Teachers’ Lived Experiences in Facilitating Holistic Development Readiness in Kindergarten Classrooms
Florence Villacera
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
Villacera12@gmail.com
Dr. Josephine G. Maningas
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
josephine_maningas2006@yahoo.com.ph
Abstract
This qualitative study explores the lived experiences of kindergarten teachers in facilitating holistic development readiness among four- and five-year-old learners within the context of the Department of Education age cut-off extension policy. Grounded in a phenomenological research design, the study aims to capture teachers’ authentic narratives as they navigate diverse developmental levels, instructional challenges, and classroom dynamics in mixed-age settings. Data were gathered from eight purposively selected kindergarten teachers from private schools in Pulilan, Bulacan through semi-structured interviews. Verbatim transcripts were analyzed using thematic analysis to identify recurring patterns and significant meanings across participants’ experiences. The findings revealed key themes, including holistic readiness beyond academic skills, emotional adjustment and sensitivity, variation in developmental readiness, the importance of play in observing development, and the need to foster social interaction and independence. Teachers highlighted challenges related to emotional regulation, attention span, peer interaction, and fine motor development, alongside adaptive strategies such as consistent routines, play-based learning, and differentiated instruction. These insights informed the development of a proposed action plan aimed at enhancing teacher capacity and promoting equitable, developmentally responsive learning environments. The study contributes to early childhood education by providing grounded insights into classroom realities and offering practical directions for strengthening holistic development readiness in kindergarten.
Keywords: kindergarten teachers, holistic development readiness, phenomenology, mixed-age classrooms, early childhood education, play-based learning
https://www.qualisearchjournal.org/archive/volume-2-issue-4-april-2026/teachers-lived-experiences-in-facilitating-holistic-development-readiness
Assessing the Relationship Between Parental Involvement and Kindergarten Students’ Readiness for Schooling
Jahleel C. Arrogancia
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
jahleelarrogancia09@gmail.com
Josephine Garcia Maningas
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
josephine_maningas2006@yahoo.com.ph
Abstract
Early childhood education plays a critical role in shaping learners’ long-term academic and socio-emotional outcomes, with parental involvement consistently identified as a key determinant of school readiness. This study examined the relationship between parental involvement and kindergarten students’ readiness for schooling in a public elementary school in San Pablo City, Philippines. Employing a quantitative correlational research design, the study involved 113 parent-respondents selected through simple random sampling from a population of 157 kindergarten learners. A researcher-developed and validated questionnaire was utilized to measure parental involvement across six domains—parenting, communicating, volunteering, learning at home, decision-making, and community collaboration—and kindergarten readiness in terms of cognitive preparedness, social skills, behavioral skills, emotional development, and communication skills. Data were analyzed using frequency, percentage, mean, standard deviation, independent samples t-test, and Pearson product–moment correlation. Findings indicated that parental involvement and kindergarten readiness were both perceived to be very highly evident across domains. Significant differences were observed in parental involvement when grouped by age and in readiness when grouped by number of siblings. Additionally, significant relationships were found between parental challenges and selected demographic variables. These results underscore the influence of demographic factors on parental engagement and early learning outcomes. The study contributes empirical evidence supporting the strengthening of home–school partnerships and highlights the need for targeted parent support programs and community-based initiatives to enhance early childhood readiness.
Keywords: parental involvement, kindergarten readiness, early childhood education, correlational study, Philippines
https://www.qualisearchjournal.org/archive/volume-2-issue-4-april-2026/parental-involvement-and-kindergarten-students-readiness-for-schooling
Effectiveness of Raz-Kids on Primary Learners’ Reading Comprehension in a Thai English Program
Mika F. Dela Cuesta
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
xintai.mika@gmail.com
Abstract
Reading comprehension remains a major concern among primary learners in English as a Foreign Language (EFL) settings, particularly in contexts where learners experience difficulty in inferential and evaluative understanding of texts. This study examined the effectiveness of Raz-Kids in improving the reading comprehension of Primary 4 learners at Chonprathanwittaya School – English Program through an explanatory sequential mixed methods design. The quantitative phase employed a one-group quasi-experimental pretest–posttest approach involving 44 Primary 4 learners who participated in a 10-week Raz-Kids intervention. Reading comprehension was measured using a validated teacher-made test covering literal, inferential, and evaluative comprehension. Descriptive statistics, paired-samples t-test, and Cohen’s d were used to analyze the quantitative data. Following the quantitative phase, the qualitative phase involved semi-structured interviews with nine purposively selected learners representing high-, average-, and low-gain groups. Learners’ narratives were analyzed using Labov’s analytic framework to explore their experiences with Raz-Kids and explain the quantitative outcomes. Quantitative findings revealed a slight improvement in posttest scores; however, the increase was not statistically significant, and the effect size remained small. Qualitative findings showed that learners who regularly practiced using Raz-Kids and utilized features such as audio support, rereading, and vocabulary checking reported greater confidence and clearer comprehension. Conversely, some learners experienced boredom, quiz anxiety, and difficulty understanding texts independently. Integrating both strands revealed that learner engagement, consistency of practice, and guided support influenced the effectiveness of the intervention. The findings informed the development of an evidence-based action plan for strengthening classroom integration of Raz-Kids in primary reading instruction.
Keywords: explanatory sequential mixed methods, Primary 4 learners, quasi-experimental design, Raz-Kids, reading comprehension
https://www.qualisearchjournal.org/archive/volume-2-issue-4-april-2026/effectiveness-of-raz-kids-on-primary-learners-reading-comprehension
School Leadership Styles, Teachers’ Motivation, and Support for Students’ Academic Behavior in Public Secondary Schools
Janrae Morn U. Cabantug
Laguna College Of Business and Arts, City of Calamba, Philippines
Ubandonaj@gmail.com
Abstract
This study examined the relationships among school leadership styles, teachers’ motivation, and support for students’ academic behavior in public secondary schools in the Division of Santa Rosa City. Grounded in contemporary leadership and motivational theories, the study explored how leadership practices influenced teachers’ intrinsic and extrinsic motivation as well as students’ academic engagement and self-regulated learning. A quantitative descriptive-correlational research design was employed to determine the manifestation level of school leadership styles and their significant relationships with teachers’ motivation and students’ academic behavior. The respondents consisted of 159 school heads and teachers from seven public secondary schools selected through stratified random sampling. Data were gathered using validated self-made survey questionnaires subjected to expert validation and reliability testing. Statistical treatments included frequency, percentage, weighted mean, standard deviation, t-test for independent samples, and Pearson product-moment correlation coefficient. Findings revealed that school leadership styles were fully manifested across all dimensions, with autocratic leadership obtaining the highest composite mean (M = 3.82, SD = 0.25), followed by charismatic leadership, servant leadership, strategic leadership, and managerial leadership. Teachers were found to be highly motivated both intrinsically (M = 3.75) and extrinsically (M = 3.59). Support for students’ academic behavior was also fully manifested, particularly in academic engagement (M = 3.76) and self-regulated learning (M = 3.61). No significant difference existed between the assessments of school heads and teachers (p > .05). Pearson r analysis indicated significant positive relationships between school leadership styles and teachers’ motivation (r = .503–.832, p < .05), school leadership styles and students’ academic behavior (r = .545–.852, p < .05), and teachers’ motivation and students’ academic behavior (r = .584–.837, p < .05). These findings underscore the importance of adaptive and supportive leadership practices in fostering teacher motivation and enhancing students’ academic behavior in public secondary schools.
Keywords: school leadership styles, teachers’ motivation, academic engagement, self-regulated learning, public secondary schools
https://www.qualisearchjournal.org/archive/volume-2-issue-4-april-2026/school-leadership-styles-teachers-motivation-and-support
Pedagogical Adaptation Among Filipino EFL Teachers in Thai Public Schools: A Phenomenological Inquiry
Franczeska Jessan Z. De Chavez
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
czeskadechavez@gmail.com
Abstract
Teaching English as a Foreign Language (EFL) in transnational settings requires teachers to continuously adjust instructional practices, negotiate cultural differences, and respond to diverse learner needs. This phenomenological study explored the lived experiences of Filipino teachers’ pedagogical adaptation in Thai public schools. Anchored in Teacher Self-Efficacy and Teacher Collective Efficacy theories, the study examined how Filipino EFL teachers navigated classroom challenges, modified teaching strategies, and developed professionally within culturally diverse educational environments. The study was conducted in Nai Mueang, Mueang District, Roi Et Province, Thailand, during the academic year 2025–2026. Seven Filipino EFL teachers were purposively selected based on their direct teaching experiences in Thai public secondary schools. Data were generated through semi-structured, in-depth interviews and analyzed using Colaizzi’s descriptive phenomenological approach, which involved identifying significant statements, formulating meanings, clustering themes, and deriving the essence of participants’ experiences. Findings revealed that pedagogical adaptation was shaped by language barriers, cultural expectations, varying student proficiency levels, classroom management concerns, and limited instructional resources. Teachers addressed these challenges through multimodal scaffolding, simplified instruction, interactive learning activities, differentiated strategies, and culturally responsive teaching practices. Collaboration with Thai co-teachers and Filipino colleagues further strengthened professional confidence and instructional adaptability. The findings also demonstrated that sustained reflection, emotional resilience, and intercultural sensitivity contributed to the transformation of teachers’ professional identities and learner-centered philosophies. These insights underscore the importance of context-responsive professional development, institutional support systems, and culturally inclusive pedagogical frameworks in strengthening teacher effectiveness and sustaining quality EFL instruction in transnational educational settings.
Keywords: pedagogical adaptation, Filipino EFL teachers, phenomenology, intercultural competence, learner-centered instruction
https://www.qualisearchjournal.org/archive/volume-2-issue-4-april-2026/pedagogical-adaptation-among-filipino-efl-teachers-in-thai-public-schools
