Latest Publications
Recently published peer-reviewed articles
Building Partnerships: Exploring Stakeholder Participation in School Co-Curricular and Extracurricular Programs in Norala District
Schools increasingly recognize that meaningful stakeholder participation in co-curricular and extracurricular programs is essential for enhancing student learning, social development, and community engagement. This qualitative study employed a narrative inquiry approach to explore the forms, facilitators, and challenges of stakeholder participation in Norala District schools, while identifying strategies to strengthen collaborative governance and program effectiveness for the school year 2025–2026. Data were collected from 15 participants, including parents, teachers, and community representatives, through interviews and reflective narratives. Findings revealed that stakeholders actively contributed to planning, coordinating, and implementing school programs, assuming leadership roles and fostering collaborative partnerships with teachers and administrators. Participation extended beyond operational support, promoting personal growth, motivation, and emotional fulfillment among stakeholders. The study also identified key dimensions that sustain effective partnerships: strategic alignment of stakeholder contributions with program goals, consistent communication and transparency, and community engagement that promotes shared ownership. Challenges such as misaligned contributions, communication gaps, and limited clarity in roles were noted but counterbalanced by opportunities for innovation, resource sharing, and reciprocal benefits. Overall, the findings suggest that structured stakeholder involvement strengthens program continuity, enhances student-centered outcomes, and cultivates a supportive school-community ecosystem. The study emphasizes the need for deliberate policies, clear communication channels, and mechanisms to recognize contributions in order to maintain sustainable and impactful partnerships. These insights offer practical guidance for educational leaders, policymakers, and researchers aiming to leverage stakeholder engagement for holistic school development and student success.
Nurturing the Whole Child: An Appreciative Inquiry into the Role of Parents and Stakeholders in Fostering Holistic Development among Elementary Learners
Across educational contexts worldwide, there is a growing shift from purely academic outcomes toward whole-child education that integrates cognitive, social-emotional, physical, and moral development. This paradigm recognizes that learners thrive when schools work in close partnership with families and community stakeholders. Anchored in this perspective, the present study explored how parents and stakeholders contribute to fostering holistic development among elementary learners in South Cotabato, particularly in Norala District. The study aimed to document and analyzed positive, high-leverage practices of parents and stakeholders using an appreciative inquiry approach. This qualitative design focused on identifying strengths, successful experiences, and enabling conditions that support learners’ holistic growth. Data were gathered through interviews and focus group discussions and were analyzed using thematic analysis to surface recurring patterns, shared meanings, and core insights related to home–school–community collaboration. Findings revealed that parents and stakeholders possess a multidimensional understanding of holistic development, encompassing academic achievement, social-emotional competence, physical and emotional well-being, values formation, and community engagement. Participants emphasized that consistent parental involvement, emotional guidance, and strong partnerships between schools and communities create supportive and motivating learning environments. Effective communication, shared responsibility, and continuity of programs were identified as critical enablers of learner success. Moreover, sustained academic support, health and nutrition initiatives, and co-curricular activities such as sports and values-oriented programs were viewed as essential in nurturing well-rounded learners. The study concluded that holistic child development is a shared responsibility that extends beyond the classroom. When parents and stakeholders are recognized as active partners rather than peripheral supporters, schools become inclusive and nurturing spaces that promote balanced growth. Strengthening parental capacities, fostering open communication, and sustaining collaborative practices are vital to ensuring learners’ academic success and overall well-being. These findings underscore the importance of relationship-centered and strengths-based approaches in advancing holistic education.
Utilization of AI Research Assistant on Creativity and Efficiency in Science Investigatory Projects Among Science, Technology, and Engineering (STE) StudentsUtilization of AI Research Assistant on Creativity and Efficiency in Science Investigatory Project
The rapid advancement of Artificial Intelligence (AI) has significantly influenced educational practices, particularly in science-oriented programs where inquiry, innovation, and analytical thinking are essential. This study examined the relationship between the utilization of AI research assistants and the creativity and efficiency of Science, Technology, and Engineering (STE) students in developing their Science Investigatory Projects (SIPs). A quantitative descriptive–correlational research design was employed to analyze the extent of AI use and its association with students’ research performance. Data were gathered from STE students using a structured questionnaire that measured the utilization of AI tools in terms of quality, frequency of use, practicability, and instructional value, as well as students’ levels of creativity and efficiency in project development. The findings revealed that STE students demonstrated a generally frequent and positive utilization of AI research assistants across all measured dimensions. AI tools were perceived as accurate, coherent, and helpful in supporting research outputs. Students regularly used these tools to search for information, generate ideas, clarify concepts, and review academic content. AI research assistants were also considered accessible, convenient, and time-saving in organizing research tasks. In terms of instructional value, students acknowledged that AI facilitated understanding of concepts and enhanced research and writing skills; its contribution to higher-order thinking and independent learning was slightly less emphasized. Furthermore, the results indicated that students exhibited a very satisfactory level of creativity and efficiency in their Science Investigatory Projects. They demonstrated originality in research ideas, effective problem-solving, clear elaboration of concepts, and meaningful synthesis. In addition, students showed strong efficiency in time management, resource utilization, and productivity during project development. Correlational analysis revealed a moderate, statistically significant positive relationship between the utilization of AI research assistants and the level of creativity and efficiency in SIP development. Keywords: technological integration, inquiry-based learning, digital academic support, student research productivity
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
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