Pub Date : 2023-10-02DOI: 10.56648/aide-irj.v6i1.97
NORA C. CAÑARES
Online gaming has the potential and may be utilized effectively to enhance teaching and learning, engage students, encourage, and reinforce their learning, have an impact on students’ academic achievement, and support proficiency learning. This study used the quasi-experimental two-group pretest-posttest design to determine the effects of online games on the student’s academic performance. This research summarized the results from the experiment done to determine how online games affect students’ academic performance in Science 9. This research was conducted on the Grade 9 students at Pasian National High School, Pasian, Monkayo, Davao de Oro. T-test results revealed a significant difference between the experimental group, which received instruction through online games and obtained a mean score of 23, and the control group, which received a mean score of 13. The control group, which received the same Science 9 lessons but was spared the use of online games, scored poorly. The researcher proposed to the government to fund educational online games for secondary schools and encourage science teachers to change the talk-and-chalk teaching style in favor of using more advanced tools and experimenting with new methods of science learning.
{"title":"The Effects of Online Games on the Academic Performance of Pasian National High School Grade 9 Students","authors":"NORA C. CAÑARES","doi":"10.56648/aide-irj.v6i1.97","DOIUrl":"https://doi.org/10.56648/aide-irj.v6i1.97","url":null,"abstract":"Online gaming has the potential and may be utilized effectively to enhance teaching and learning, engage students, encourage, and reinforce their learning, have an impact on students’ academic achievement, and support proficiency learning. This study used the quasi-experimental two-group pretest-posttest design to determine the effects of online games on the student’s academic performance. This research summarized the results from the experiment done to determine how online games affect students’ academic performance in Science 9. This research was conducted on the Grade 9 students at Pasian National High School, Pasian, Monkayo, Davao de Oro. T-test results revealed a significant difference between the experimental group, which received instruction through online games and obtained a mean score of 23, and the control group, which received a mean score of 13. The control group, which received the same Science 9 lessons but was spared the use of online games, scored poorly. The researcher proposed to the government to fund educational online games for secondary schools and encourage science teachers to change the talk-and-chalk teaching style in favor of using more advanced tools and experimenting with new methods of science learning.","PeriodicalId":486775,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135830731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.56648/aide-irj.v6i1.92
SONIA DIMAJO
An early learning center’s successful management and administration heavily depend on effective leadership. However, certain administrators face difficulties when it comes to leading their learning centers, which can impede their effectiveness in managing center affairs. The study determined the transformational leadership practices among early learning center administrators in the District of Columbia, and the findings served as the basis for a leadership program. The study used the descriptive- comparative research design. The respondents of the study are the center administrators, such as directors, assistant directors, principals, and vice principals, in different early learning centers. The examination of early learning center administrators and teachers demonstrated that individuals in their 40s hold a predominant presence in leadership and teaching positions, highlighting the importance of experience and qualifications in these roles. The analysis of early learning center administrators’ school leadership practices indicates a generally strong display of leadership qualities. Teachers’ assessments of administrators’ transformational leadership practices reveal both strengths and areas for improvement. Moreover, the study identified significant differences in teachers’ perceptions of administrators’ transformational leadership practices based on their civil status and highest educational attainment. Teachers’ view of administrators’ transformational leadership practices is significantly impacted by their civil status and highest educational attainment. These findings stress the need to consider civil status and educational background when implementing leadership approaches to create a positive and productive work atmosphere for teachers.
{"title":"Transformational Leadership Practices of Early Learning Center Administrators in the District of Columbia: Basis for Leadership Program","authors":"SONIA DIMAJO","doi":"10.56648/aide-irj.v6i1.92","DOIUrl":"https://doi.org/10.56648/aide-irj.v6i1.92","url":null,"abstract":"An early learning center’s successful management and administration heavily depend on effective leadership. However, certain administrators face difficulties when it comes to leading their learning centers, which can impede their effectiveness in managing center affairs. The study determined the transformational leadership practices among early learning center administrators in the District of Columbia, and the findings served as the basis for a leadership program. The study used the descriptive- comparative research design. The respondents of the study are the center administrators, such as directors, assistant directors, principals, and vice principals, in different early learning centers. The examination of early learning center administrators and teachers demonstrated that individuals in their 40s hold a predominant presence in leadership and teaching positions, highlighting the importance of experience and qualifications in these roles. The analysis of early learning center administrators’ school leadership practices indicates a generally strong display of leadership qualities. Teachers’ assessments of administrators’ transformational leadership practices reveal both strengths and areas for improvement. Moreover, the study identified significant differences in teachers’ perceptions of administrators’ transformational leadership practices based on their civil status and highest educational attainment. Teachers’ view of administrators’ transformational leadership practices is significantly impacted by their civil status and highest educational attainment. These findings stress the need to consider civil status and educational background when implementing leadership approaches to create a positive and productive work atmosphere for teachers.","PeriodicalId":486775,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135830737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.56648/aide-irj.v6i1.98
CLOVIS NYAMI DJEUTCHA
This quantitative-correlational research design determined the significant relationship between psychological well-being, resilience quotient, and teachers’ teaching effectiveness. A total of 96 respondents were used, and they were identified through Simple Random Sampling. Before the study, pilot testing was done to determine its reliability through the Cronbach Alpha with an overall value of 0.987, which is interpreted as “excellent.” The questionnaires were sent via e-mails to the respondents. The results of the level of teachers’ resilience revealed that the level of highest mean among the indicators of teachers’ psychological well-being goes to Self- acceptance, and autonomy with a mean weighted of 4.32 (SD=1.04) interpreted as “Agree” while the lowest mean goes to Environmental mastery and Positive relations with others with the mean score of 3.84 (SD=1.17) interpreted as “Moderately Disagree”. As to the level of teachers’ resilience quotient, the highest mean among the indicators of teachers’ resilience goes to Flexibility and Adaptability with a mean score of 5.16 (SD=0.81), interpreted as “Strongly Agree”, meaning Very Resilient. while the lowest mean goes to Social Connectivity, with a mean score of 4.80 (SD=1.01) is interpreted as “Agree”, which is resilient. Lastly, in terms of the level of teaching effectiveness of the respondents, the highest mean among the indicators of teacher’s teaching effectiveness goes to Cognitive Presence with a mean score of 5.28 (SD= 0.75) interpreted as Strongly Agree. Based on the findings of the study, it is concluded that the hypothesis stating that there was no significant relationship between demographic profile and psychological well-being was partially (or slightly) upheld. The hypothesis stating that there was no significant relationship between resiliency quotient and psychological well-being was partially upheld. The hypothesis stating that there was no significant relationship between resiliency quotient and teaching effectiveness was partly (or majority) upheld. Important recommendations were made at the end of the study. School Administrators may first consider implementing the intervention plan proposed by the researcher, which will help support teachers and students.
{"title":"Psychological Well-Being and Resilience Quotient and its Relationship to Teaching Effectiveness: Basis for Intervention Plan","authors":"CLOVIS NYAMI DJEUTCHA","doi":"10.56648/aide-irj.v6i1.98","DOIUrl":"https://doi.org/10.56648/aide-irj.v6i1.98","url":null,"abstract":"This quantitative-correlational research design determined the significant relationship between psychological well-being, resilience quotient, and teachers’ teaching effectiveness. A total of 96 respondents were used, and they were identified through Simple Random Sampling. Before the study, pilot testing was done to determine its reliability through the Cronbach Alpha with an overall value of 0.987, which is interpreted as “excellent.” The questionnaires were sent via e-mails to the respondents. The results of the level of teachers’ resilience revealed that the level of highest mean among the indicators of teachers’ psychological well-being goes to Self- acceptance, and autonomy with a mean weighted of 4.32 (SD=1.04) interpreted as “Agree” while the lowest mean goes to Environmental mastery and Positive relations with others with the mean score of 3.84 (SD=1.17) interpreted as “Moderately Disagree”. As to the level of teachers’ resilience quotient, the highest mean among the indicators of teachers’ resilience goes to Flexibility and Adaptability with a mean score of 5.16 (SD=0.81), interpreted as “Strongly Agree”, meaning Very Resilient. while the lowest mean goes to Social Connectivity, with a mean score of 4.80 (SD=1.01) is interpreted as “Agree”, which is resilient. Lastly, in terms of the level of teaching effectiveness of the respondents, the highest mean among the indicators of teacher’s teaching effectiveness goes to Cognitive Presence with a mean score of 5.28 (SD= 0.75) interpreted as Strongly Agree. Based on the findings of the study, it is concluded that the hypothesis stating that there was no significant relationship between demographic profile and psychological well-being was partially (or slightly) upheld. The hypothesis stating that there was no significant relationship between resiliency quotient and psychological well-being was partially upheld. The hypothesis stating that there was no significant relationship between resiliency quotient and teaching effectiveness was partly (or majority) upheld. Important recommendations were made at the end of the study. School Administrators may first consider implementing the intervention plan proposed by the researcher, which will help support teachers and students.
","PeriodicalId":486775,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135894736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.56648/aide-irj.v6i1.96
IMELDA C. DAVIS
The study aimed to investigate the readiness of teachers of Fast Learning Pupils in implementing Education 4.0 and further examine teachers’ challenges in robotics, the internet of things, digitization, teleconferencing, and automation. The research was made up of a descriptive correlational research design and included seven (7) schools offering Special Education (SPED) classes in Mindanao, Philippines. There were 55 teachers included in the study. The research findings reveal significant differences in the extent of readiness among faculty members in the implementation of Education 4.0 when grouped according to select profile variables. There are also significant differences in the extent of readiness of faculty members along “positive and challenging learning environments”, “professionalism and communication”, “people management,” and “emotional intelligence” when grouped according to sex. There is a relationship between “level of professional and instructional knowledge”, “positive and challenging learning environments”, “complex problem solving”, “coordinating with others”, and “cognitive flexibility” when respondents are grouped according to their present employment status. The study established an association between the implementation of Education 4.0 by the Teachers of Fast Learners and their identified challenges. The study concludes that, generally, the Teachers of Fast Learners in Mindanao are very ready to implement the provisions of Education 4.0 but have been confronted with challenges in robotics, digitization and internet of things, aside from connectivity issues, and diversity of pupils’ needs and interests. It is therefore recommended that the DepEd and the LGU if funds allow, must provide teachers with sophisticated and updated technologies to use in instruction and to be given the training to foster metacognitive learning among students. The concerned agencies must peruse the proposed intervention plan in this study to pave the way for its implementation.
{"title":"Extent of Readiness and Challenges of Teachers of the Fast Learners in the Implementation of Education 4.0","authors":"IMELDA C. DAVIS","doi":"10.56648/aide-irj.v6i1.96","DOIUrl":"https://doi.org/10.56648/aide-irj.v6i1.96","url":null,"abstract":"The study aimed to investigate the readiness of teachers of Fast Learning Pupils in implementing Education 4.0 and further examine teachers’ challenges in robotics, the internet of things, digitization, teleconferencing, and automation. The research was made up of a descriptive correlational research design and included seven (7) schools offering Special Education (SPED) classes in Mindanao, Philippines. There were 55 teachers included in the study. The research findings reveal significant differences in the extent of readiness among faculty members in the implementation of Education 4.0 when grouped according to select profile variables. There are also significant differences in the extent of readiness of faculty members along “positive and challenging learning environments”, “professionalism and communication”, “people management,” and “emotional intelligence” when grouped according to sex. There is a relationship between “level of professional and instructional knowledge”, “positive and challenging learning environments”, “complex problem solving”, “coordinating with others”, and “cognitive flexibility” when respondents are grouped according to their present employment status. The study established an association between the implementation of Education 4.0 by the Teachers of Fast Learners and their identified challenges. The study concludes that, generally, the Teachers of Fast Learners in Mindanao are very ready to implement the provisions of Education 4.0 but have been confronted with challenges in robotics, digitization and internet of things, aside from connectivity issues, and diversity of pupils’ needs and interests. It is therefore recommended that the DepEd and the LGU if funds allow, must provide teachers with sophisticated and updated technologies to use in instruction and to be given the training to foster metacognitive learning among students. The concerned agencies must peruse the proposed intervention plan in this study to pave the way for its implementation.
","PeriodicalId":486775,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135835603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.56648/aide-irj.v6i1.93
SHIALLY BARGADO TAMAYO
This study determined the status of the Technology and Livelihood Education (TLE) and Technical-Vocational Education (Tech-Voc) instruction in Cagayan State University, Philippines. Descriptive-correlational design was used. The study found that most respondents are middle-aged females, have doctorate degrees unrelated to TLE or Tech-Voc Education, occupy assistant professor positions, have 5-9 years of service with few National Certifications (NCs), and have attended seminars and trainings. They used lecture-discussion, demonstration, and laboratory methods in teaching and have a very satisfactory teaching performance but are moderately competent in research and publication. It was also found that the faculty members who used the game-based approach had better teaching performance than those who did not use it. The study also found out that permanent instructors with more NCs are more competent than those under a Contract of Service. These findings have great implications for making the programs successful. The instructors need to acquire more technical skills and competencies for them to be highly competent since they are teaching in a Higher Education Institution.
{"title":"Status of Technical-Vocational and Technology and Livelihood Education Instruction in CSU: Input for A Training Program","authors":"SHIALLY BARGADO TAMAYO","doi":"10.56648/aide-irj.v6i1.93","DOIUrl":"https://doi.org/10.56648/aide-irj.v6i1.93","url":null,"abstract":"This study determined the status of the Technology and Livelihood Education (TLE) and Technical-Vocational Education (Tech-Voc) instruction in Cagayan State University, Philippines. Descriptive-correlational design was used. The study found that most respondents are middle-aged females, have doctorate degrees unrelated to TLE or Tech-Voc Education, occupy assistant professor positions, have 5-9 years of service with few National Certifications (NCs), and have attended seminars and trainings. They used lecture-discussion, demonstration, and laboratory methods in teaching and have a very satisfactory teaching performance but are moderately competent in research and publication. It was also found that the faculty members who used the game-based approach had better teaching performance than those who did not use it. The study also found out that permanent instructors with more NCs are more competent than those under a Contract of Service. These findings have great implications for making the programs successful. The instructors need to acquire more technical skills and competencies for them to be highly competent since they are teaching in a Higher Education Institution.","PeriodicalId":486775,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135895071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.56648/aide-irj.v6i1.94
OLGA MOON
The study investigates the relationship between teachers’ readiness and teaching performance in implementing an Inclusive Education (IE) program. The aim is to understand how teachers’ preparedness to educate students with diverse learning needs influences their overall performance in inclusive classrooms. It also examines the impact of teacher readiness on performance based on IPCRF. The study shows that teachers are somewhat ready (3.19) in Classroom Instruction, Curriculum Content, Assessment of Students’ Performance, and Evaluating and Monitoring Students’ Progress. Teachers perceive that access, quality, and participation are practiced in inclusive education moderately (2.68). Meanwhile, 73.20-73.71% of the teacher respondents received an outstanding rating during the School Year 2021-2022. The number of training and seminars attended significantly relates to teacher readiness. Sex impacted teacher performance in this study, reflective of previously published studies that looked at sex and performance. Additionally, there is a positive correlation between the extent of implementation and access, quality, participation, and implementation. There are no significant relationships between Readiness, Extent of Implementation, with performance. Recommendations were given at the end of this study conducted in the elementary school of La Trinidad Benguet. The study recommends incorporating more recent evidence-based training and methods, e.g., UDL, DIW, and PBIS, that general education teachers can apply in their inclusive education classes to improve teacher readiness and student academic outcomes.
{"title":"Teachers’ Readiness and Teaching Performance in Inclusive Education: Their Relationship to the Implementation of Inclusive Education Program","authors":"OLGA MOON","doi":"10.56648/aide-irj.v6i1.94","DOIUrl":"https://doi.org/10.56648/aide-irj.v6i1.94","url":null,"abstract":"The study investigates the relationship between teachers’ readiness and teaching performance in implementing an Inclusive Education (IE) program. The aim is to understand how teachers’ preparedness to educate students with diverse learning needs influences their overall performance in inclusive classrooms. It also examines the impact of teacher readiness on performance based on IPCRF. The study shows that teachers are somewhat ready (3.19) in Classroom Instruction, Curriculum Content, Assessment of Students’ Performance, and Evaluating and Monitoring Students’ Progress. Teachers perceive that access, quality, and participation are practiced in inclusive education moderately (2.68). Meanwhile, 73.20-73.71% of the teacher respondents received an outstanding rating during the School Year 2021-2022. The number of training and seminars attended significantly relates to teacher readiness. Sex impacted teacher performance in this study, reflective of previously published studies that looked at sex and performance. Additionally, there is a positive correlation between the extent of implementation and access, quality, participation, and implementation. There are no significant relationships between Readiness, Extent of Implementation, with performance. Recommendations were given at the end of this study conducted in the elementary school of La Trinidad Benguet. The study recommends incorporating more recent evidence-based training and methods, e.g., UDL, DIW, and PBIS, that general education teachers can apply in their inclusive education classes to improve teacher readiness and student academic outcomes.
","PeriodicalId":486775,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"236 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135893291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.56648/aide-irj.v6i1.91
ELDDRY CASTILLO
This study was conducted to assess the extent of challenges and coping strategies of ESOL teachers in New York City in online learning and their relationship to teaching performance which served as the basis for a proposed intervention program. The researcher used the mixed-methods sequential explanatory design consisting of two distinct phases: quantitative followed by qualitative” (Creswell et al. 2003). Based on the findings, the ESOL teachers in the New York City District are challenged in online learning at a minimum level. It is then concluded that the respondents are adaptable to online learning. Despite the challenges, they are capable to adjust and utilize the specific strategies for every categorized difficulty faced in online learning. Therefore, this implies that ESOL Teachers embody a responsive institution toward the learners. It can also be concluded that ESOL teachers are adaptable to the changes in modalities brought about by the pandemic and manage their jobs well in online teaching. It was recommended that the Department of Education create a program/ project that shall try to address the fundamental strategies for overcoming the difficulties associated with online teaching.
本研究旨在评估纽约市ESOL教师在在线学习中的挑战程度和应对策略，以及它们与教学绩效的关系，并以此为基础提出干预方案。研究者采用了“定量后定性”两个不同阶段的混合方法序贯解释设计(Creswell et al. 2003)。根据调查结果，纽约市地区的ESOL教师在在线学习方面面临着最低水平的挑战。然后得出结论，受访者是适应在线学习。尽管面临挑战，但他们能够针对在线学习中面临的每一个分类困难调整和利用具体的策略。因此，这意味着ESOL教师体现了对学习者的响应机构。还可以得出结论，ESOL教师能够适应大流行带来的模式变化，并在在线教学中管理好自己的工作。建议教育部创建一个计划/项目，试图解决克服与在线教学相关的困难的基本策略。
{"title":"Extent of Challenges and Coping Strategies in Online Teaching Among ESOL Teachers: Its Relationship to Their Teaching Performance","authors":"ELDDRY CASTILLO","doi":"10.56648/aide-irj.v6i1.91","DOIUrl":"https://doi.org/10.56648/aide-irj.v6i1.91","url":null,"abstract":"This study was conducted to assess the extent of challenges and coping strategies of ESOL teachers in New York City in online learning and their relationship to teaching performance which served as the basis for a proposed intervention program. The researcher used the mixed-methods sequential explanatory design consisting of two distinct phases: quantitative followed by qualitative” (Creswell et al. 2003). Based on the findings, the ESOL teachers in the New York City District are challenged in online learning at a minimum level. It is then concluded that the respondents are adaptable to online learning. Despite the challenges, they are capable to adjust and utilize the specific strategies for every categorized difficulty faced in online learning. Therefore, this implies that ESOL Teachers embody a responsive institution toward the learners. It can also be concluded that ESOL teachers are adaptable to the changes in modalities brought about by the pandemic and manage their jobs well in online teaching. It was recommended that the Department of Education create a program/ project that shall try to address the fundamental strategies for overcoming the difficulties associated with online teaching.","PeriodicalId":486775,"journal":{"name":"AIDE Interdisciplinary Research Journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135895615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.56648/aide-irj.v6i1.95
SERVILLA CIOCON
This research investigates the relationship between school heads’ profiles, leadership behaviors, and practices and their office performance. Using a Descriptive Correlational design, the study examined the personal and professional profiles of 10 school heads from selected elementary schools in Tuguegarao City, and the perception of 99 faculty members was also gathered through the OPCR tool. Performance indicators included instructional leadership, learning environment, human resource management, parent involvement, and community partnership. The study found that all school heads received ‘Outstanding’ ratings on their OPCR performance. Best practices involved curricular interventions, staff training, and resource allocation. While management and supervision activities were highly rated, procurement activities received the lowest scores. Overall, the study concludes that strong leadership behaviors and practices positively influence the performance ratings of school heads. It suggests that when school heads are committed to achieving high OPCR scores, it boosts the commitment of teachers and stakeholders. The study recommends that school heads maintain these positive behaviors and focus on resource-generating activities to improve school finances.
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