https://hdl.handle.net/20.500.14353/100 2026-04-22T05:37:41Z 2026-04-22T05:37:41Z Liwa, Ivy Santiago Corbades https://hdl.handle.net/20.500.14353/276 2023-04-19T08:00:21Z 2018-12-01T00:00:00Z

School principals’ leadership behaviors vis-à-vis teachers’ instructional practices Liwa, Ivy Santiago Corbades This article focuses on school principals as leaders tasked with significant roles in attaining quality instruction. It is a descriptive study designed to investigate their instructional and technology leadership behaviors being related to teachers’ instructional practices, namely: reflective thinking, development of learners’ 21st Century Skills, and utilization of pedagogical approaches. The 420 respondents comprised 60 school principals and 360 teachers selected through multi-stage cluster sampling among public elementary schools, Department of Education, Schools Division of Iloilo. Results of the survey revealed that school principals’ self-perception of their leadership behaviors and as perceived by their teachers were “highly practiced.” Moreover, teachers have “highly practiced” reflective thinking, the development of learners’ 21st Century Skills, and the utilization of pedagogical approaches. Also, no significant relationship existed between the school principals’ instructional leadership behaviors and the teachers’ instructional practices. Furthermore, no significant relationship existed between the school principals’ technology leadership behaviors and the teachers’ reflective thinking. Meanwhile, a positive and significant relationship existed between the school principals’ technology leadership behaviors and the teachers’ development of learners’ 21st Century Skills and utilization of pedagogical approaches. Consequently, it appears that the school principals are performing their instructional and technology leadership functions very well. Additionally, the results suggest that as reflective practitioners, teachers: (1) constantly review their teaching practices for effective instruction; (2) are well-versed in equipping students with 21st Century Skills; and (3) are knowledgeable of the various pedagogical approaches that fit 21st century learners’ development and learning stages.

2018-12-01T00:00:00Z Frufonga, Ronaldo F. Sulleza, Vilma S. https://hdl.handle.net/20.500.14353/277 2023-04-24T08:52:29Z 2018-12-01T00:00:00Z

Making a difference: A case study on the lives of landowners under the comprehensive agrarian reform program in Iloilo, Philippines Frufonga, Ronaldo F.; Sulleza, Vilma S. This study was conceptualized to explore the lives of the land owners under the Comprehensive Agrarian Reform Program (CARP) in the province of Iloilo. This study employed the descriptive multiple case study method. The respondents were five (5) land owners, one land owner per congressional district. The data gathering tools used were in-depth interviews and semi–structured interviews. Document analysis was also established. Data were transcribed, analyzed and coded into themes. The researchers developed the category and theme based on the data gathered. Theoretically, landowner’s feelings are still attached to the parcel of their lands covered by the Comprehensive Agrarian Reform Program. In addition, landowners struggle about the loss of their lands and as they shift from agriculture to another field of endeavor such as working abroad, real estate, and others. The loss of the land motivated them to try other field of ventures. They also expressed problems about lack of notice and time especially those who had been residing and working abroad. Thus, there is a need to revisit the importance of the rights, privileges and programs for the landowners and discuss the benefits for the land owners, and further improve the land information system of CARP.

2018-12-01T00:00:00Z Baylen, Danilo M. https://hdl.handle.net/20.500.14353/273 2023-04-17T10:03:52Z 2018-12-01T00:00:00Z

Acquiring knowledge about a culture through children’s literature: The challenges of using Asian cinderella picturebooks Baylen, Danilo M. This article examines picturebooks based on a popular folktale, Cinderella, but told from the cultural lenses of several Asian countries such as Cambodia, Indonesia, Laos, Philippines, and Vietnam. These variants of the well-known children’s literature have the potential to influence thinking and promote an awareness of culture among young learners. The article addresses the question about the acquisition of new knowledge of a specific culture through children literature with the use of picturebooks. Using content analysis on five picturebooks selected for the study, the researcher found that images of human and non-human characters as well as cultural artifacts promote perceptions of a specific culture. Also, culture-specific texts serve as an invitation to the reader to explore significant moments in the story, given the culture or group of people. Finally, the researcher recommends that before selecting children’s books for the classroom, teachers should engage in the process of reviewing the curriculum, collaborating with other teachers, consulting with a cultural expert, and planning for multicultural experiences.

2018-12-01T00:00:00Z