Latest Publications
Recently published peer-reviewed articles
Voices of the Teachers: A Qualitative Inquiry into How Socio-Cultural Backgrounds Influence Teaching English Proficiency among Indigenous Learners in Kalamansig
This qualitative phenomenological study explored the lived experiences of public secondary school teachers in Kalamansig, Sultan Kudarat, as they navigated the complex intersection of standardized instruction and the diverse socio-cultural backgrounds of indigenous Manobo and Teduray learners. Recognizing English proficiency as a critical national mandate, this research aimed to amplify the "voices of the teachers" serving as frontline implementers and cultural brokers in multicultural classrooms. Specifically, the study investigated the pedagogical challenges encountered, teachers' perceptions of how indigenous culture influences student engagement, and the practical, culturally responsive strategies developed to make English learning meaningful. Utilizing purposive sampling, five to eight experienced teachers participated in in-depth, semi-structured interviews and Focus Group Discussions. The gathered narratives were systematically interpreted using thematic analysis. Grounded in Vygotsky’s Sociocultural Theory, Bronfenbrenner’s Ecological Systems Theory, and Culturally Responsive Pedagogy, the research highlighted the profound "epistemological clash" teachers faced, alongside language barriers and a lack of contextualized materials. In response, teachers employed innovative strategies such as translanguaging, localized contextualization, and deep relationship-building to bridge the gap. The findings of this study provided crucial, ground-level insights for the Department of Education, school administrators, and educational stakeholders. By uncovering the daily pedagogical realities and professional agency of these educators, the study advocated targeted professional development and robust institutional support systems for the Indigenous Peoples Education (IPEd) Program and fostering a more equitable, inclusive learning environment. Keywords: Qualitative inquiry, lived experiences, indigenous learners, English proficiency
Voice from the Coastal: A Narrative Inquiry on the Opportunities in the Implementation of Philippine Professional Standards for School Heads (PPSSH) among Newly Designated Schoolheads in Kalamansig
This study explored the lived experiences and opportunities of newly designated school heads implementing the Philippine Professional Standards for School Heads (PPSSH) in Kalamansig, Sultan Kudarat. Utilizing a qualitative narrative inquiry design, the research purposefully sampled 5-8 new school leaders with less than five years of experience. Data were collected through in-depth, semi-structured interviews and Focus Group Discussions, and subsequently analyzed using thematic narrative analysis. The findings revealed that these leaders experienced a challenging transition marked by initial uncertainty before developing a profound commitment to their school communities. They faced severe operational difficulties inherent in Geographically Isolated and Disadvantaged Areas (GIDA) and last-mile schools, including deteriorated infrastructure, lack of electricity, and high learner absenteeism driven by geographic barriers and economic responsibilities like farming and mining. Consequently, effective leadership in this coastal and remote context required deep cultural sensitivity, adaptive flexibility, and trust-based community partnerships rather than rigid adherence to standardized policies. Furthermore, systemic challenges such as frequent curriculum changes and inequitable resource distribution significantly hindered operations. The study concludes that achieving quality education in last-mile schools necessitates highly contextualized leadership and shared community ownership. It recommends that policymakers prioritize equitable resource allocation for GIDA schools, establish transparent data reporting systems, ensure curriculum stability, and provide targeted, localized professional development to better support newly designated school heads. Keywords: Philippine Professional Standards for School Heads (PPSSH), newly designated school heads, narrative inquiry, educational leadership, Geographically Isolated and Disadvantaged Areas (GIDA)
Integrating Maguindanaon Culture in Science Instruction and Teaching Effectiveness in Lutayan:A Correlational Analysis
In culturally diverse settings, where the majority of learners belong to the Maguindanaon community, there is an urgent need to ensure that science education resonates with students' cultural identity and lived experiences. This study examined the relationship between the integration of Maguindanaon culture in science instruction and teachers’ teaching effectiveness in Lutayan, Division of Sultan Kudarat, during the school year 2025–2026. Anchored in culturally responsive pedagogy, the research aimed to determine whether contextualizing science lessons through local culture enhances instructional quality. A quantitative approach employing a descriptive-correlational design was utilized. Data were collected from science teachers using a structured survey instrument that measured the extent of cultural integration across four dimensions: cultural relevance of content, use of local resources, language and communication, and respect for cultural worldview. Teaching effectiveness was assessed across five domains, including instructional clarity, classroom management, learner engagement, assessment practices, and professional competence. Findings revealed that the overall extent of integrating Maguindanaon culture in science instruction was high, indicating that teachers frequently incorporate culturally meaningful examples, indigenous knowledge, and contextualized materials in their lessons. Similarly, teachers demonstrated a high level of teaching effectiveness across all domains. Correlation analysis showed a significant positive relationship between cultural integration and teaching effectiveness, suggesting that culturally grounded instruction contributes to improved pedagogical practices and learner-centered approaches. Among the dimensions, cultural relevance of content and language use emerged as strong predictors of effective teaching. The study concludes that embedding local culture into science instruction not only enhances teacher performance but also promotes more inclusive and meaningful learning experiences. It recommends strengthening professional development programs that emphasize culturally responsive teaching and encouraging the development of localized instructional materials to sustain effective science education in culturally diverse contexts. Keywords: indigenous knowledge, contextualization, pedagogical competence, learner engagement
Critical Thinking Skills, Learning Strategies, and Academic Resilience among Grade 10 Students
In the context of modern secondary education, students are expected to develop strong critical thinking skills, apply effective learning strategies, and demonstrate resilience in navigating academic challenges. This descriptive-correlational study examined the relationship between critical thinking skills, learning strategies, and academic resilience among Grade 10 students in selected secondary schools in Tacurong City, Sultan Kudarat. Data analysis revealed that students’ critical thinking skills are oftentimes evident, with the highest proficiency in inference, indicating the ability to identify solutions, evaluate evidence, and apply logical reasoning. Learning strategies were also consistently applied, with cognitive and metacognitive techniques most utilized, while affective and social strategies showed room for improvement. Academic resilience was oftentimes evident, with aspirational goals scoring highest, reflecting strong motivation and clear planning, whereas self-awareness, problem-solving, social skills, and empathy displayed moderate levels. Correlation analysis indicated a moderate positive relationship between critical thinking and academic resilience, suggesting that higher cognitive reasoning is associated with greater perseverance and adaptability in learning contexts. Additionally, a weak but significant positive relationship was observed between learning strategies and academic resilience, with cognitive strategies contributing most to students’ persistence and problem-solving abilities. These findings emphasized the interconnectedness of cognitive, emotional, and motivational factors in supporting students’ overall academic development and underscore the importance of structured interventions to enhance both thinking skills and resilience. Keywords: reasoning, study habits, perseverance, cognitive development
Exploring School Leadership and Teacher Well Being: Basis for Mental Health Support Program
This study examined the relationship between teachers' well-being and school leadership practices, as well as the teachers’ lived experiences in managing professional challenges. Specifically, it examined teachers’ emotional, social, and professional well-being; assessed leadership practices in instructional, transformational, supportive, and relational dimensions as perceived by teachers; determined the significant relationship between leadership practices and teacher well-being; and explored the challenges teachers faced and their coping mechanisms. A sequential explanatory mixed-methods design was employed. Quantitative data were collected through questionnaires and analyzed using descriptive statistics and Pearson’s correlation coefficient, while qualitative data were gathered through in-depth interviews to explore the teachers’ lived experiences regarding challenges and coping strategies. Findings indicated that teachers reported very high levels of well-being across all dimensions, with professional well-being rated highest. Teachers also perceived very high levels of school leadership practices, particularly supportive and relational leadership. Quantitative analysis revealed a moderate positive and significant relationship between leadership practices and teacher well-being, suggesting that effective leadership enhances teacher resilience and satisfaction. Qualitative insights showed that teachers faced workload pressures, classroom management challenges, and emotional demands, but employed strategies such as reflective practice, peer collaboration, mindfulness, professional development, and seeking support from leaders to sustain their well-being. The study concluded that teacher well-being and effective school leadership were mutually reinforcing. Holistic leadership practices that combine instructional guidance with emotional and relational support are essential for promoting teacher resilience, professional fulfillment, and overall school performance. The study recommended strengthening leadership programs, promoting professional growth opportunities, and institutionalizing teacher well-being initiatives. These findings provided practical implications for school leaders, educators, and policymakers seeking to create supportive and high-performing educational environments. Keywords: Teacher well-being, School leadership practices, Instructional leadership, Transformational leadership, Supportive and relational leadership
From Classroom to Comebacks: A Narrative Inquiry into the Academic Journeys and Milestones of Returning Indigenous Graduates in Bagumbayan
Indigenous learners often encounter complex and interrelated barriers that affect their participation and completion of formal education, including cultural mismatches with mainstream curricula, geographic isolation, and socio-economic constraints. This study explored the academic journeys and milestones of returning Indigenous graduates in Bagumbayan, Division of Sultan Kudarat, during the school year 2025–2026. It aimed to document their lived experiences, identify enabling factors and barriers, and understand the pathways that led them to successfully return to and complete their education. A qualitative research design, specifically narrative inquiry, was employed to capture the participants’ personal stories and educational trajectories. Returning Indigenous graduates were purposively selected based on their experiences of discontinuing and resuming their studies. Data were collected through in-depth interviews and personal narratives, allowing participants to recount significant life events, challenges, and turning points in their academic journeys. Narrative and thematic analysis were used to interpret the stories and identify recurring patterns and meaningful insights. Findings revealed that participants experienced interruptions in their education due to financial difficulties, family responsibilities, cultural expectations, and limited access to educational resources. Despite these challenges, their return to education was influenced by strong personal determination, family encouragement, community support, and access to flexible learning opportunities. Participants highlighted key milestones such as re-enrollment, academic persistence, and eventual graduation as transformative moments in their lives. The study also emphasized the importance of culturally responsive support systems, including inclusive school environments, supportive teachers, and programs that respect Indigenous identities and traditions. These factors played a crucial role in sustaining learners’ motivation and success. The study concludes that understanding the narratives of returning Indigenous graduates provides valuable insights for developing inclusive, culturally sensitive educational policies and support mechanisms that promote access, retention, and completion among marginalized learners. Keywords: educational persistence, cultural identity, learner resilience, access to education.
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