Pub Date : 2023-01-20DOI: 10.54476/ioer-imrj/857707
Marilyn C. Gudoy, Edilberto Z. Andal, Ed.D.
This study aimed to determine the relationship between organizational culture, and customs toward school Effectiveness as practiced in public Elementary Schools. Specifically, it sought to answer the following areas: perception of organizational culture in terms of leadership, teamwork, and adaptability, perception of school custom practices that support school improvement, and perception of teachers on school effectiveness. Furthermore, the study investigated how the respondents assess if there is a significant relationship between Organizational Culture and School Effectiveness. This study used a descriptive research design following a correlation procedure to examine the relationship between organizational culture and customs toward school success as practiced in public elementary schools. In addition, random sampling was used to determine the respondents. Findings revealed that a significant correlation was assessed between organizational culture and school effectiveness. More so, the organizational culture and customs were correlated to the school’s effectiveness. Accordingly, sustained and further promotion of organizational culture and application of its practices is highly recommended to promote better school performance. Keywords: organizational culture, customs, school effectiveness, adaptability, leadership
{"title":"Organizational Culture and Customs Towards School Effectiveness as Practiced in Public Elementary Schools","authors":"Marilyn C. Gudoy, Edilberto Z. Andal, Ed.D.","doi":"10.54476/ioer-imrj/857707","DOIUrl":"https://doi.org/10.54476/ioer-imrj/857707","url":null,"abstract":"This study aimed to determine the relationship between organizational culture, and customs toward school Effectiveness as practiced in public Elementary Schools. Specifically, it sought to answer the following areas: perception of organizational culture in terms of leadership, teamwork, and adaptability, perception of school custom practices that support school improvement, and perception of teachers on school effectiveness. Furthermore, the study investigated how the respondents assess if there is a significant relationship between Organizational Culture and School Effectiveness. This study used a descriptive research design following a correlation procedure to examine the relationship between organizational culture and customs toward school success as practiced in public elementary schools. In addition, random sampling was used to determine the respondents. Findings revealed that a significant correlation was assessed between organizational culture and school effectiveness. More so, the organizational culture and customs were correlated to the school’s effectiveness. Accordingly, sustained and further promotion of organizational culture and application of its practices is highly recommended to promote better school performance. Keywords: organizational culture, customs, school effectiveness, adaptability, leadership","PeriodicalId":6900,"journal":{"name":"ACADEMICIA: An International Multidisciplinary Research Journal","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88665695","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 : 2023-01-20DOI: 10.54476/ioer-imrj/003259
Alma T. Gurrea, Rubelyn K. Ilustrisimo, Gaspar B. Batolbatol, Amelia M. Bonotan
The abrupt COVID-19 pandemic breakout shocked the world and forced educational systems to switch instantly to an online teaching-learning format (Dhawan, 2020). Many schools organized training webinars to capacitate their teachers for the online teaching-learning modality. With that, the authors planned, organized and conducted a series of training webinars titled “Making Math Fun and Engaging via the use of Modern Technology: Capacity Building for Math Teachers,” in April 2022, via Zoom platform, for the Math teachers to get updated with the knowledge and skills in using some online apps and make teaching Math online, more exciting and fun. The training was conceptualized following the ADDIE Model: Phase 1- Assessment of Teachers’ Real Training Needs. A survey was conducted on the teachers’ level of knowledge of apps to enhance Math teaching known as technology applications; Phase 2- Designing the Competency Framework for the training program; Phase 3- Developing the training plan; Phase 4- Implementing the teachers’ training; and Phase 5- Evaluating the gains in teachers’ knowledge and skills on the integration of technological apps in teaching Math. So, this study ascertained the impact of the said online training. It utilized a mixed quantitative and qualitative research methodology to assess the effect of using modern technology and used a researchers’ made research instrument. Findings revealed that the training is engaging and informative, which helped the teachers absorb the topics easily and develop a positive attitude toward using the digital application in teaching. Hence, the study recommends that school heads support and motivate the teachers to use modern technology and adopt new educational trends, for better student learning, through continuous professional development and mentoring. Keywords: Modern Technology, Digital Applications, Capacity Building, Mathematics
{"title":"Making Math Fun and Engaging via the use of Modern Technology: Capacity Building for Mathematics Teachers","authors":"Alma T. Gurrea, Rubelyn K. Ilustrisimo, Gaspar B. Batolbatol, Amelia M. Bonotan","doi":"10.54476/ioer-imrj/003259","DOIUrl":"https://doi.org/10.54476/ioer-imrj/003259","url":null,"abstract":"The abrupt COVID-19 pandemic breakout shocked the world and forced educational systems to switch instantly to an online teaching-learning format (Dhawan, 2020). Many schools organized training webinars to capacitate their teachers for the online teaching-learning modality. With that, the authors planned, organized and conducted a series of training webinars titled “Making Math Fun and Engaging via the use of Modern Technology: Capacity Building for Math Teachers,” in April 2022, via Zoom platform, for the Math teachers to get updated with the knowledge and skills in using some online apps and make teaching Math online, more exciting and fun. The training was conceptualized following the ADDIE Model: Phase 1- Assessment of Teachers’ Real Training Needs. A survey was conducted on the teachers’ level of knowledge of apps to enhance Math teaching known as technology applications; Phase 2- Designing the Competency Framework for the training program; Phase 3- Developing the training plan; Phase 4- Implementing the teachers’ training; and Phase 5- Evaluating the gains in teachers’ knowledge and skills on the integration of technological apps in teaching Math. So, this study ascertained the impact of the said online training. It utilized a mixed quantitative and qualitative research methodology to assess the effect of using modern technology and used a researchers’ made research instrument. Findings revealed that the training is engaging and informative, which helped the teachers absorb the topics easily and develop a positive attitude toward using the digital application in teaching. Hence, the study recommends that school heads support and motivate the teachers to use modern technology and adopt new educational trends, for better student learning, through continuous professional development and mentoring. Keywords: Modern Technology, Digital Applications, Capacity Building, Mathematics","PeriodicalId":6900,"journal":{"name":"ACADEMICIA: An International Multidisciplinary Research Journal","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85152298","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 : 2023-01-20DOI: 10.54476/ioer-imrj/872988
Sheena S. Miradora, Ph.D.
The study explored the evaluation and extent of implementation of K-12 Junior High School (JHS) English Curriculum as assessed by the Basic Education teachers along with the eight (8) domains such as reading comprehension, listening comprehension, viewing comprehension, vocabulary development, literature, writing and composition, oral language and fluency, and grammar awareness. More so, it also determined the significant relationships between the evaluation and implementation of the English curriculum in the entire grade levels, school locations, and school types. Descriptive- correlational design was utilized to evaluate the JHS English Curriculum and gauge the teachers’ implementation of the curriculum. Weighted mean and Spearman’s Rank Order Correlation were utilized to statistically treat the data. Findings revealed that the majority of teachers rated highest on the Literature domain while rated lowest on vocabulary development. The teachers in all grade levels experienced problems and challenges in the implementation K-12 JHS English Curriculum. Further, there is no significant relationship between the evaluation and implementation of K-12 JHS English Curriculum as assessed by teachers in the entire grade levels, across school types and school locations except Upland Partido. Accordingly, it was recommended that teachers must attend training, seminars, and graduate studies to fully understand and upgrade their competencies and skills to enhance the curriculum and its implementation to fit the needs and interests of the learners. Keywords: Curriculum Evaluation, Curriculum Implementation, Junior High School English Curriculum, Mainland Partido, Coastal Partido, Upland Partido
{"title":"Teachers’ Evaluation of the K-12 Junior High School English Curriculum and Its Implementation in the 4th District of Camarines Sur, Philippines","authors":"Sheena S. Miradora, Ph.D.","doi":"10.54476/ioer-imrj/872988","DOIUrl":"https://doi.org/10.54476/ioer-imrj/872988","url":null,"abstract":"The study explored the evaluation and extent of implementation of K-12 Junior High School (JHS) English Curriculum as assessed by the Basic Education teachers along with the eight (8) domains such as reading comprehension, listening comprehension, viewing comprehension, vocabulary development, literature, writing and composition, oral language and fluency, and grammar awareness. More so, it also determined the significant relationships between the evaluation and implementation of the English curriculum in the entire grade levels, school locations, and school types. Descriptive- correlational design was utilized to evaluate the JHS English Curriculum and gauge the teachers’ implementation of the curriculum. Weighted mean and Spearman’s Rank Order Correlation were utilized to statistically treat the data. Findings revealed that the majority of teachers rated highest on the Literature domain while rated lowest on vocabulary development. The teachers in all grade levels experienced problems and challenges in the implementation K-12 JHS English Curriculum. Further, there is no significant relationship between the evaluation and implementation of K-12 JHS English Curriculum as assessed by teachers in the entire grade levels, across school types and school locations except Upland Partido. Accordingly, it was recommended that teachers must attend training, seminars, and graduate studies to fully understand and upgrade their competencies and skills to enhance the curriculum and its implementation to fit the needs and interests of the learners. Keywords: Curriculum Evaluation, Curriculum Implementation, Junior High School English Curriculum, Mainland Partido, Coastal Partido, Upland Partido","PeriodicalId":6900,"journal":{"name":"ACADEMICIA: An International Multidisciplinary Research Journal","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85895068","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 : 2023-01-20DOI: 10.54476/ioer-imrj/066842
Reynaldo A. Bareño, Judy Ann F. Gimena, Jesszon B. Cano
Industries including SMEs employed contractual employees to cater to the high demand of the labor force during peak months. Through this, they will be able to save costs on benefits. This study explored the experiences of the employer and employees of small and medium-sized enterprises (SMEs) in Mandaue City, Cebu, 2022. This study utilized descriptive research using quantitative data. In particular, the study was conducted in the selected barangays where there the target small and medium-sized enterprises (SMEs) were located. Using the purposive sampling technique, the respondents of this study were the ten (10) representatives and employees under a short-term employment contract of the small and medium-sized enterprises in Mandaue City, Cebu. Frequency count and the simple percentage were computed to analyze the data about the profile of the small and medium-sized enterprises (SMEs). The majority of the small and medium-scale enterprises operating in the selected barangays in Mandaue City had 10-99 employees and owned Php3,000,000.00 to Php15,000,000.00. Moreover, more of them were engaged in logistics, warehousing, trading selling construction supplies, and real estate and offering air and sea freight forwarding, trucking, household removals, warehousing, inventory management, courier services, and door-to-door delivery. Also, a good number the SMEs cater to the logistics, warehousing, and trading market. Keywords: Human resource management, labor relations, short-term employment, small and medium-sized enterprises, Mandaue City, Cebu, Philippines.
{"title":"Business Classification of the Small and Medium-Sized Enterprises (SMES) Industry in Mandaue City, Cebu, Philippines","authors":"Reynaldo A. Bareño, Judy Ann F. Gimena, Jesszon B. Cano","doi":"10.54476/ioer-imrj/066842","DOIUrl":"https://doi.org/10.54476/ioer-imrj/066842","url":null,"abstract":"Industries including SMEs employed contractual employees to cater to the high demand of the labor force during peak months. Through this, they will be able to save costs on benefits. This study explored the experiences of the employer and employees of small and medium-sized enterprises (SMEs) in Mandaue City, Cebu, 2022. This study utilized descriptive research using quantitative data. In particular, the study was conducted in the selected barangays where there the target small and medium-sized enterprises (SMEs) were located. Using the purposive sampling technique, the respondents of this study were the ten (10) representatives and employees under a short-term employment contract of the small and medium-sized enterprises in Mandaue City, Cebu. Frequency count and the simple percentage were computed to analyze the data about the profile of the small and medium-sized enterprises (SMEs). The majority of the small and medium-scale enterprises operating in the selected barangays in Mandaue City had 10-99 employees and owned Php3,000,000.00 to Php15,000,000.00. Moreover, more of them were engaged in logistics, warehousing, trading selling construction supplies, and real estate and offering air and sea freight forwarding, trucking, household removals, warehousing, inventory management, courier services, and door-to-door delivery. Also, a good number the SMEs cater to the logistics, warehousing, and trading market. Keywords: Human resource management, labor relations, short-term employment, small and medium-sized enterprises, Mandaue City, Cebu, Philippines.","PeriodicalId":6900,"journal":{"name":"ACADEMICIA: An International Multidisciplinary Research Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134969492","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 : 2023-01-20DOI: 10.54476/ioer-imrj/740869
Patrick Jayson L. Ralla
Folk narratives are a part of one’s cultural identity. With the changing times, these narratives are in danger of being forgotten and being lost in obscurity. The effort to retrieve and analyze folk narratives is one way of preserving these narratives. So, this paper analyzed the T’Boli Animal Tales using the Structural approach to literary criticism, particularly A.J. Greimas’ Actantial Model, as well as the Axes Model of Louis Hebert which is an adaptation of Greimas’ model. It also determined the actants found in T’boli animal tales, their formation of axes of desire, power, and transmission, and their similarities and differences in terms of the formation of axes. Results revealed that the majority of the animal tales used follow Greimas’ actantial model, as well as Hebert’s axis model. Although there are similarities in terms of their actants and axes, this study concludes that not all T’Boli Animal Tales’ follow Greimas’ and Hebert’s models. Still, these tales can be understood better using the Actantial Model and Narrative Structures proposed by A.J. Greimas, and the Axis Model proposed by Louis Hebert. Keywords: T’Boli Animal Tales, Greimas’ Actantial Model, Qualitative Research, Philippines
{"title":"Greimassian Structure of T’boli Animal Tales","authors":"Patrick Jayson L. Ralla","doi":"10.54476/ioer-imrj/740869","DOIUrl":"https://doi.org/10.54476/ioer-imrj/740869","url":null,"abstract":"Folk narratives are a part of one’s cultural identity. With the changing times, these narratives are in danger of being forgotten and being lost in obscurity. The effort to retrieve and analyze folk narratives is one way of preserving these narratives. So, this paper analyzed the T’Boli Animal Tales using the Structural approach to literary criticism, particularly A.J. Greimas’ Actantial Model, as well as the Axes Model of Louis Hebert which is an adaptation of Greimas’ model. It also determined the actants found in T’boli animal tales, their formation of axes of desire, power, and transmission, and their similarities and differences in terms of the formation of axes. Results revealed that the majority of the animal tales used follow Greimas’ actantial model, as well as Hebert’s axis model. Although there are similarities in terms of their actants and axes, this study concludes that not all T’Boli Animal Tales’ follow Greimas’ and Hebert’s models. Still, these tales can be understood better using the Actantial Model and Narrative Structures proposed by A.J. Greimas, and the Axis Model proposed by Louis Hebert. Keywords: T’Boli Animal Tales, Greimas’ Actantial Model, Qualitative Research, Philippines","PeriodicalId":6900,"journal":{"name":"ACADEMICIA: An International Multidisciplinary Research Journal","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73698657","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 : 2023-01-20DOI: 10.54476/ioer-imrj/840593
John Mark B. Lazaro, Celso L. Tagadiad
Socialization boosts employees’ motivation. It gives numerous opportunities to improve their work habits, sense of teamwork, and information sharing. This study determined the mediating effect of ethical climate on the relationship between interpersonal support and socialization among public secondary school teachers. This utilized quantitative non-experimental descriptive correlational research and mediation analysis with 300 samples from public school teachers. With stratified random sampling technique, it utilized statistical tools such as Mean, Pearson R, and Path Analysis. The authors used modified adopted survey questionnaires subjected to content validity and reliability testing. The study’s findings demonstrated that public school teachers’ ethical climate, interpersonal support, and socialization are high. Furthermore, there is a significant interrelationship between the three variables and there is a significant partial mediation of ethical climate between interpersonal support and socialization among public secondary school teachers. The result indicates that the ethical treatment of individuals towards others is essential to create an advanced degree of socialization. Accordingly, the more ethical and supportive the environment is the more possibilities for socialization. Keywords: Ethical Climate, Interpersonal Support, Socialization, Public Secondary School Teachers, Mediation Analysis
{"title":"The Mediating Effect Of Ethical Climate On The Relationship Between Interpersonal Support And Socialization Among Public Secondary School Teachers","authors":"John Mark B. Lazaro, Celso L. Tagadiad","doi":"10.54476/ioer-imrj/840593","DOIUrl":"https://doi.org/10.54476/ioer-imrj/840593","url":null,"abstract":"Socialization boosts employees’ motivation. It gives numerous opportunities to improve their work habits, sense of teamwork, and information sharing. This study determined the mediating effect of ethical climate on the relationship between interpersonal support and socialization among public secondary school teachers. This utilized quantitative non-experimental descriptive correlational research and mediation analysis with 300 samples from public school teachers. With stratified random sampling technique, it utilized statistical tools such as Mean, Pearson R, and Path Analysis. The authors used modified adopted survey questionnaires subjected to content validity and reliability testing. The study’s findings demonstrated that public school teachers’ ethical climate, interpersonal support, and socialization are high. Furthermore, there is a significant interrelationship between the three variables and there is a significant partial mediation of ethical climate between interpersonal support and socialization among public secondary school teachers. The result indicates that the ethical treatment of individuals towards others is essential to create an advanced degree of socialization. Accordingly, the more ethical and supportive the environment is the more possibilities for socialization. Keywords: Ethical Climate, Interpersonal Support, Socialization, Public Secondary School Teachers, Mediation Analysis","PeriodicalId":6900,"journal":{"name":"ACADEMICIA: An International Multidisciplinary Research Journal","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81941869","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 : 2023-01-20DOI: 10.54476/ioer-imrj/486477
Rome B. Moralista, Ph.D, Roger B. Rueda, Ph.D, Erly M. Martir, Ph.D, Tommy M. Artajo, Ph.D, Ronilo G. Berondo, Ed.D, Helen R. Vilbar, Ph.D
To evaluate the maintenance, improvement, and oversight of the school enable to better meet its educational needs. A descriptive-evaluative study was conducted with a focus on the level and relationship of maintenance, improvement, and supervising activities of top-level management of annex campuses. There were 21 non-faculty employees working at Guimaras State College who served as respondents. Findings revealed that most respondents strongly agreed on the degree of management responsible for school maintenance. It is always highly satisfactory in terms of improvement and supervision. However, maintenance has a negative correlation with improvement, but a large positive correlation with the level of supervision. Lastly, improvement is strongly correlated with supervision. Keywords: Maintenance, Improvement, and Supervision
{"title":"Maintenance, Improvement, and Supervision of Annex Campuses: An Evaluative Study","authors":"Rome B. Moralista, Ph.D, Roger B. Rueda, Ph.D, Erly M. Martir, Ph.D, Tommy M. Artajo, Ph.D, Ronilo G. Berondo, Ed.D, Helen R. Vilbar, Ph.D","doi":"10.54476/ioer-imrj/486477","DOIUrl":"https://doi.org/10.54476/ioer-imrj/486477","url":null,"abstract":"To evaluate the maintenance, improvement, and oversight of the school enable to better meet its educational needs. A descriptive-evaluative study was conducted with a focus on the level and relationship of maintenance, improvement, and supervising activities of top-level management of annex campuses. There were 21 non-faculty employees working at Guimaras State College who served as respondents. Findings revealed that most respondents strongly agreed on the degree of management responsible for school maintenance. It is always highly satisfactory in terms of improvement and supervision. However, maintenance has a negative correlation with improvement, but a large positive correlation with the level of supervision. Lastly, improvement is strongly correlated with supervision. Keywords: Maintenance, Improvement, and Supervision","PeriodicalId":6900,"journal":{"name":"ACADEMICIA: An International Multidisciplinary Research Journal","volume":"212 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89020101","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 : 2023-01-20DOI: 10.54476/ioer-imrj/990107
Roxanne T. Bongco, K. A. D. Ama
It is a reality that the abrupt changes in the educational delivery in higher education had been challenging to all stakeholders, particularly the students. This compelled not only academic but also social support to find alternative platforms to reach out to the students amid new limitations and opportunities. Hence, this study looked into the nature of higher education students’ peer support in the context of flexible learning delivery. A phenomenological design was employed and data were gathered through semi-structured individual interviews with five students. Studies found that peer support in the context of flexible learning 1) offers the same content in new platforms; 2) reinforces the cycle of support through new challenges; 3) requires sacrifice through sharing of time; and 4) builds character and competence. Online platforms provide new spaces for students to support peers, in recognition of shared struggles and adjustments in the flexible delivery mode. This is highly important for students especially as flexible learning makes new demands on the student’s time and responsibility for learning. These findings could inform the HEI’s development of student support policies to help perpetuate this culture of peer support for mutual success. Keywords: peer support; online learning; distance learning; higher education
{"title":"Behind the Scenes of Flexible Classrooms: Higher Education Students Supporting Peers","authors":"Roxanne T. Bongco, K. A. D. Ama","doi":"10.54476/ioer-imrj/990107","DOIUrl":"https://doi.org/10.54476/ioer-imrj/990107","url":null,"abstract":"It is a reality that the abrupt changes in the educational delivery in higher education had been challenging to all stakeholders, particularly the students. This compelled not only academic but also social support to find alternative platforms to reach out to the students amid new limitations and opportunities. Hence, this study looked into the nature of higher education students’ peer support in the context of flexible learning delivery. A phenomenological design was employed and data were gathered through semi-structured individual interviews with five students. Studies found that peer support in the context of flexible learning 1) offers the same content in new platforms; 2) reinforces the cycle of support through new challenges; 3) requires sacrifice through sharing of time; and 4) builds character and competence. Online platforms provide new spaces for students to support peers, in recognition of shared struggles and adjustments in the flexible delivery mode. This is highly important for students especially as flexible learning makes new demands on the student’s time and responsibility for learning. These findings could inform the HEI’s development of student support policies to help perpetuate this culture of peer support for mutual success. Keywords: peer support; online learning; distance learning; higher education","PeriodicalId":6900,"journal":{"name":"ACADEMICIA: An International Multidisciplinary Research Journal","volume":"113 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87061553","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 : 2023-01-20DOI: 10.54476/ioer-imrj/595660
Pramila Thapa, Hemlal Bhattarai, Dr. Vandana Bharti, Josana Khanal
Emotional intelligence and transformational leadership are well-liked academic disciplines. This paper examined the impact of emotional intelligence (EI) on transformational leadership (TL) in selected academic institutions in Kathmandu, Nepal using a cross-sectional strategy. A total of 133 academic managers from different academic institutions served as respondents of the study through Cochran’s method. Convenient sampling with a five-point modified Likert scale to answer 20 validated emotional intelligence questions and 25 validated transformational leadership questionnaires. Statistical tools such as simple percent, mean, standard deviation, ANOVA, MANOVA, and linear regression were used to investigate and interpret the data. The regression data analysis revealed that emotional intelligence has an impact on the transformational leadership (r= 0.749). R Square= 0.561, Ad (R Square) = 0.557, P > 0.05. In this study, ANOVA and MANOVA tests were also used to find associations between demographic variables and emotional intelligence. Findings unveiled that there is a significant difference between different academic fields and emotional intelligence, while MANOVA Analysis revealed that there is a significant difference between gender and EI. Evidence suggests that both EI and TL are critical traits for boosting intellectual capacity, communication, and compassion. As a result, academic-related organizations should invest in building and improving EI and competence among academic managers, as well as performing additional studies in different parts of Nepal using a wide sample and qualitative technique to better comprehend in-depth data. Keywords: Transformational leadership (TL), Emotional Intelligence (EI), gender, Academic Manager
{"title":"Impact of Emotional Intelligence on Transformational Leadership in Selected Academic Institutions in the Kathmandu, Nepal","authors":"Pramila Thapa, Hemlal Bhattarai, Dr. Vandana Bharti, Josana Khanal","doi":"10.54476/ioer-imrj/595660","DOIUrl":"https://doi.org/10.54476/ioer-imrj/595660","url":null,"abstract":"Emotional intelligence and transformational leadership are well-liked academic disciplines. This paper examined the impact of emotional intelligence (EI) on transformational leadership (TL) in selected academic institutions in Kathmandu, Nepal using a cross-sectional strategy. A total of 133 academic managers from different academic institutions served as respondents of the study through Cochran’s method. Convenient sampling with a five-point modified Likert scale to answer 20 validated emotional intelligence questions and 25 validated transformational leadership questionnaires. Statistical tools such as simple percent, mean, standard deviation, ANOVA, MANOVA, and linear regression were used to investigate and interpret the data. The regression data analysis revealed that emotional intelligence has an impact on the transformational leadership (r= 0.749). R Square= 0.561, Ad (R Square) = 0.557, P > 0.05. In this study, ANOVA and MANOVA tests were also used to find associations between demographic variables and emotional intelligence. Findings unveiled that there is a significant difference between different academic fields and emotional intelligence, while MANOVA Analysis revealed that there is a significant difference between gender and EI. Evidence suggests that both EI and TL are critical traits for boosting intellectual capacity, communication, and compassion. As a result, academic-related organizations should invest in building and improving EI and competence among academic managers, as well as performing additional studies in different parts of Nepal using a wide sample and qualitative technique to better comprehend in-depth data. Keywords: Transformational leadership (TL), Emotional Intelligence (EI), gender, Academic Manager","PeriodicalId":6900,"journal":{"name":"ACADEMICIA: An International Multidisciplinary Research Journal","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82704273","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 : 2023-01-20DOI: 10.54476/ioer-imrj/212258
Narcita M. Ilao, Dr. Nerrie E. Malaluan
This study ascertained the instructional supervisory engagement of public elementary school heads in the flexible learning environment in the Division of Batangas. It determined the profile of the school heads in terms of highest educational attainment, length of service, related training attended, and ICT literacy. More so, it also identified the school head’s functional level of instructional engagement along with content knowledge and pedagogy, curriculum planning, assessment and reporting, and learning environment. It sought to find out the extent of the manifestation of adaptive leadership skills of school heads. Further, it assessed the relationship of the school heads’ profile with the functional level of instructional engagement and the extent of manifestation of leadership skills and the relationship between the school heads’ level of instructional engagement and the extent of manifestation of adaptive leadership skills to propose a supervisory instructional plan. Meanwhile, the study used a descriptive research design that involved 235 school heads and 380 teachers from public elementary schools in the Schools Division of Batangas Province. Survey questionnaires, focus group discussions, and interviews were used as data-gathering tools. Results revealed that school heads are strongly acquainted with the teaching profession and leadership as manifested in their profile. They have high functional engagement in content knowledge and pedagogy, curriculum planning, assessment and reporting, and in learning environments. Further, no association was found between the respondents’ highest educational attainment, length of service and the functional level of instructional engagement, and the manifestation of leadership skills. Whereas, a number of related training attended showed a relationship between content knowledge and pedagogy same as true with the ICT literacy associated with curriculum planning, communication, and in human relations the rest of the components revealed no significant relationship. Keywords: instructional supervisory plan, flexible environment, new normal, school heads
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