https://hdl.handle.net/20.500.14353/112 WVSU Graduate Journal (ISSN 0119-707X) Variant Titles: WVSU College of Education Graduate Journal, WVSU College of Education Graduate School Graduate Journal, West Visayas State University College of Education Graduate School Graduate Journal (Running Title - The WVSU College of Education Graduate School Journal) 2026-07-15T05:21:26Z https://hdl.handle.net/20.500.14353/1125 Exploring the suicide phenomenon: Basis for the development of a counseling program Palma, Bonna S.; Layola, Ma. Lulu L. This qualitative study conducted in May 2010 sought to find out the characteristics of the suicide attempters, the precipitating factors that trigger them to attempt suicide, their coping mechanisms, and the role of significant others in their healing, the insights gained from the experience and the post intervention services availed after the incident. The informants who are in their adolescence and early adulthood came from the provinces and districts of Iloilo, provinces of Guimaras, Antique, and Negros Occidental. Data gathering strategies used were the researcher-made interview guide and the focused-group discussions using photo essays which summarized the commonalities among informants. The study revealed that the attempters are college students taking different courses; three are eldest, another three are middle children, one youngest and another one an only child. Most of the informants came from economically sufficient families; they were typical college students doing the usual activities of normal teenagers with varying circumstances in the family background and economic status in life; they also experienced hardships, difficulties, pain, anger, joy, and happiness just like any average teenager but lack the ability to cope with the overwhelming situations and problems; they experienced moments of emptiness and psychological hopelessness; and they also experienced severe physical maltreatment and varied emotional abuse. Strained or failed romantic relationship had added to the realization of their suicidal ideations resulting to emotional instability, identity crises, poor coping mechanisms, lack of focus and goals in life, and depression due to being pre-occupied by problems, anger and sadness. They resorted to drinking alcoholic beverages, smoking and using prohibited drugs when confronted with problems; these activities became their temporary refuge. However, later on, they were able to cope with the aftermath by employing some strategies such as taking and opening up their problems with those they considered significant others; sharing with friends when depressed, laughing and mingling with other people. Their friends became their strength; their immediate family members and relatives were their support who offered financial, moral and emotional assistance; and their teachers and classmates were their stronghold as they were wholeheartedly accepted for who they are - warts and all. The informants' painful experiences of their attempt to end their lives helped them gain insights and realize that there is more to life. They started to dream of having a better life, finish their studies, have a stable job, create and build better relationship with parents, siblings, classmates, and the people around them. They also hope to have their own family in the future, help and send their siblings to school and live a life free from pain, fear and depression. Among the eight informants, only one received a formal post intervention service, while others receive the usual care and acceptance from the significant others who accepted them for what happened and what they had done. 2011-08-01T00:00:00Z https://hdl.handle.net/20.500.14353/1129 Organizational effectiveness and academic performance as influenced by institutional culture and leadership profile Arceña, Kim Sorongon; Abioda, Luis A. This survey- correlational study aimed at ascertaining the organizational effectiveness and school academic performance as influenced by school culture and leadership profile of identified school leaders in the Department of Education in the province of Iloilo. It likewise aimed to find out whether leadership profile and institutional culture would relate to organizational effectiveness, and school academic performance. Conducted in January 2010, 128 randomly selected teachers and five school principals participated in the study. The two-stage random sampling method was employed in the selection of the teacher- participants. Five (5) data- gathering instruments - (a) Cooke's Leadership/Impact (1996) which includes one (1) Self-Report Inventory for School Administrators and one (1) Description by Others Inventory for Teachers; (b) Cooke and Lafferty's Organizational Culture Inventory (OCI) (2003) composed of one (1) Ideal OCI Organizational Effectiveness Inventory (OEI) (1997) were used to gather data needed for the research. The pupils' achievement in the 2009 National Achievement Test (NAT) was taken from their test results compiled at the Division Office. Only achievements in English, mathematics, and science & health were included. Statistical tools employed were the means, frequency counts, percentage analysis, standard deviations, the t-test, Two-Way ANOVA, and the Pearson's r. Significance level was set at 0.5 alpha. All statistical data was processed through the Statistical Package for Social Sciences (SPSS) software. Study results were as follows: As to leadership profile, the teachers observed their principals 'often" affiliative, humanistic encouraging, self-actualizing, and achievement; while "rarely" competitive and oppositional. The principals reported that they carry out "always" the domains of approval, affiliative, humanistic encouraging, and self actualizing. On the other hand, they carry out "rarely" being oppositional, competitive, and avoidance. In terms of strategy, both groups agreed that prescriptive leadership was carried out to a "great extent" while restrictive leadership was to a "moderate extent". As to institutional culture, the teachers viewed "to a great extent" their culture and affiliative, humanistic encouraging, self-actualizing, achieveming, and approval-oriented. They viewed "to a slight extent" the culture of being oppositional. The principals, on the other hand, viewed "to a very great extent" their culture to affiliative, humanistic encouraging, and self-actualizing; they reported "to a slight extent" the culture of avoidance and being oppositional. Generally, the teachers viewed the public central elementary schools "highly effective" in almost all domains of organizational effectiveness. The pupils' academic performance in the central schools in the Division of Iloilo is "moving towards mastery" in all three subject areas: mathematics, science and health, and English. Significant differences existed in the teachers' perception of organizational effectiveness when they were classified according to leadership profile and institutional culture, and in the principals' perception of institutional effectiveness when they were classified according to institutional culture; in the English and science and health achievements of public central elementary school among the teachers classified according to their perception of leadership profile; in the English, mathematics, and science & health achievements of public central elementary school among the principals classified according to institutional culture. Positive and significant relationships existed between leadership profile and institutional culture; between leadership profile and organizational effectiveness; between leadership profile and pupils' English achievement; between leadership profile and science & health achievement; between institutional culture and mathematics achievement; between institutional culture and pupils' science & health achievement; between organizational effectiveness and pupil's mathematics achievement; between pupil's English and science & health achievement; and between pupils' mathematics and science & health achievement. 2011-08-01T00:00:00Z https://hdl.handle.net/20.500.14353/1128 The Big Five Personality Factors as predictors of job performance Montaño, Hilda C.; Loyola, Ma. Lulu L. The study ascertained the relationship of the Big Five Personality Factors (openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism) and job performance among 180 randomly selected private and public elementary, secondary, and higher education teachers in Iloilo City, School Year 2009-2010. The quantitative data were obtained using the Big Five Inventory and the Job Performance Rating Scale. Six informants supplied the qualitative data with the use of in-depth interviews. The descriptive statistics employed were the frequency count, SD, and mean; the inferential statistics employed were the t-test, One way Analysis of Variance (ANOVA), Pearson's r, and stepwise multiple linear regression set at .05 alpha. The findings of the study showed that as an entire group, the teachers exhibited high levels of openness to experience and conscientiousness and very high in agreeableness. They showed an average level of extraversion but low in neuroticism. The teachers' job performance was very satisfactory. Likewise, the study also revealed that the higher teachers' level of openness to experience, conscientiousness, extraversion, and agreeableness, the better was their job performance. Conversely, the lower the level of neuroticism, the higher the was the job performance. Furthermore, there were significant differences in the teachers' openness to experience, conscientiousness, extraversion, and neuroticism when classified according to sex, civil status, educational qualification, length of service, teaching assignment, and type of school. Similarly, there was a significant difference in the job performance of conscientious teachers in favor of those had a very high level of conscientiousness. The teachers' job performance did not differ significantly when classified according to their openness to experience, extraversion, agreeableness, and neuroticism. Thus, among the Big Five Personality Factors, only conscientiousness and agreeableness were positively and significantly related to job performance. Correspondingly, the identified personality factors were exemplified by the informants, confirming the influence of these traits in the performance of their work. 2011-08-01T00:00:00Z https://hdl.handle.net/20.500.14353/1127 A contrastive rhetoric analysis of English essays among bilingual learners Villaruel, Beulah G.; Dequilla, Ma. Asuncion Christine V The current study identified and categorized most commonly committed errors among bilingual learners using their English essays. It attempted to give the reasons why they committed such errors, and explained how the learners' first language (L1), Hiligaynon, affected their writing. This data-driven study focused on selected essays of 20 high school students of a non-sectarian private school in Iloilo City for the school year 2009-2010. Using qualitative-quantitative approach, the researcher identified and categorized errors in their written productions. These were inter-rated to ensure validity of the categorization. A focused grouped discussion (FGD) was conducted among the participants and their English and Writing facilitators in support of the analysis. The results of the study showed that mechanical errors ranked first among the errors committed, followed by grammatical errors; then syntactic errors ranked third while lexical and semantic errors ranked fourth. Learners explained that they committed errors due to carelessness, time pressure, confusion, lack of study, and the use of the forms of spoken language is known, they have the tendency to literally translate Hiligaynon expression into English terms placed inside quotation marks that gave the nearest meaning to the thought as a substitute expression. In addition, they committed in their English essays. They carried over forms that are acceptable in their L1 into their construction in the target language (TL), thinking in L1 and directly translating thoughts into TL, and having difficulty in properly using English constructions that do not exists in Hiligaynon. 2011-08-01T00:00:00Z