Bataan Peninsula State University

This study aimed to examine how caring attributes influence nurses' professional self-concept and their perceptions of technological influence in the Saudi Arabian healthcare context. A cross-sectional correlational design was used. Data were collected from 248 Saudi nurses using the Caring Attributes, Professional Self-Concept, and Technological Influences (CAPSTI) scale. Structural equation modeling (SEM) with WarpPLS was applied to analyze the relationships among the variables. The results showed that caring attributes had a significant positive effect on professional self-concept (beta = 0.23, p < .01) and a significant negative relationship with technological influence (beta = -0.38, p < .01). Caring attributes accounted for 6% of the variance in professional self-concept and 15% of the variance in technological influence. In conclusion, caring attributes remain an important part of nurses' professional identity; however, challenges exist between caring values and technology-focused practice environments. These findings suggest the need for culturally appropriate strategies that combine caring principles with technological skills in Saudi nursing practice. (c) 2026 The Authors. Published by IASE. This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/).

Teacher job satisfaction significantly influences school effectiveness, student achievement, and overall educational quality. However, research on the role of interpersonal relationships in shaping teacher satisfaction in the Philippine context, particularly in Limay District, are limited. This study examined the relationship between interpersonal relationships and job satisfaction among secondary school teachers during School Year 2024–2025, intending to inform a context-specific supervisory plan. A descriptive correlational research design was employed, and data were collected through a structured survey and analyzed using mean, standard deviation, t-test, ANOVA, and Pearson correlation. Results indicated that positive interpersonal relationships were significantly associated with higher job satisfaction, while conflict, poor communication, and limited emotional support contributed to dissatisfaction. Significant differences in job satisfaction were also observed across teachers’ demographic and professional profiles. Based on these findings, the IMPACT Supervisory Plan was developed, including recognition, wellness, leadership, and community engagement programs designed to enhance teacher well-being, professional growth, and long-term commitment. The study highlights the importance of fostering supportive interpersonal dynamics and provides a practical, theory-informed framework for improving teacher satisfaction and school performance. By addressing a localized research gap and offering actionable recommendations, this research contributes both empirically and practically to educational management in Limay District and similar Philippine contexts.

Artificial intelligence (AI) is increasingly recognized as a critical driver of digital transformation and improved public sector governance. Despite national initiatives such as the Philippine National Artificial Intelligence Strategy Roadmap, the adoption of AI within National Government Agencies (NGAs) and Local Government Units (LGUs) remains uneven and at an early stage. This study assesses the determinants of Artificial Intelligence (AI) readiness and adoption within the Philippine public sector, specifically focusing on National Government Agencies (NGAs) and Local Government Units (LGUs). Despite national initiatives like the National AI Strategy Roadmap, a gap persists between digital transformation goals and the actual capacity of public institutions to implement AI effectively. The research employed a quantitative descriptive-correlational design using a structured survey questionnaire. Data were gathered from 128 respondents, including government officials, ICT staff, and administrators in the Province of Bataan. The study utilized the Technology–Organization–Environment (TOE) Framework, Diffusion of Innovation (DOI) Theory, and Institutional Theory to analyze variables such as technological, human resource, and organizational readiness. The findings reveal a satisfactory "Good" level of overall AI readiness (Composite Mean = 2.67), with technological readiness ranking highest. However, the level of AI adoption was rated as "Fair" (Composite Mean = 2.43), indicating that while foundational elements exist, they are not yet robust enough for extensive implementation. A significant digital divide was identified: NGAs (Mean = 2.75) scored statistically higher than LGUs (Mean = 2.36) across all readiness dimensions. Financial and logistical support emerged as the most significant organizational barrier to adoption. The study concludes that higher readiness levels directly correlate with more successful AI adoption. While policy frameworks are emerging, a critical "policy-implementation gap" exists due to inadequate technical infrastructure and a shortage of skilled personnel. Proposed strategic interventions include institutionalizing AI governance structures, mandating continuous upskilling programs rather than isolated seminars, and formalizing public-private partnerships to bridge internal capacity gaps.

This study examined the research culture and engagement in action research among public elementary teachers in Western Region III, specifically in Zambales, Bataan, Olongapo, and Balanga. Employing a convergent parallel mixed-methods design, data were collected from 312 participants, including 300 teachers and 12 school research coordinators. Respondents were purposively sampled to ensure representation across divisions. Quantitative data from survey questionnaires were analyzed using descriptive and inferential statistics (means, frequencies, percentages, ANOVA, t-tests, and Chi Square), while Spearman Rho’s correlation measured relationships between teacher-related factors and trainings attended. Qualitative data from interviews and document analysis were examined through thematic analysis using MAXQDA. Findings revealed diverse demographic profiles and generally low engagement in action research, with limited training, research conduct, and publications. Significant differences in engagement were observed by age, experience, educational attainment, and position, but not by sex. Mid-career teachers and those with advanced degrees showed greater involvement in training, research, and publication. Correlation analysis indicated weak but significant relationships between contextual factors and research activities, though institutional opportunities largely determined training levels. Challenges included lack of mentoring, insufficient resources, compliance-driven attitudes, and limited ICT facilities. The qualitative strand highlighted five themes: structural time constraints, compliance-driven mindset, limited skills and training, insufficient institutional support, and weak collaboration. Triangulation provided a holistic view of practices and barriers. The study proposed an evidence-based developmental plan to strengthen teacher participation and foster a sustainable research culture in elementary schools.

Adolescence represents a critical developmental stage in which positive competencies and psychosocial strengths must be nurtured to support lifelong wellbeing. Within the Positive Youth Development (PYD) framework, the 5Cs model comprising competence, confidence, connection, character, and caring provides a comprehensive lens for understanding thriving among youth. Given the growing concerns regarding sedentary lifestyles, examining the contribution of physical activity to these developmental assets is increasingly urgent. This study aimed to analyze the influence of physical activity levels on Positive Youth Development based on the 5Cs model in adolescents. A quantitative cross-sectional analytical design was employed. The study involved 144 adolescents aged 19 years or older selected through random sampling. Physical activity levels were measured using the International Physical Activity Questionnaire–Short Form (IPAQ-SF), while PYD was assessed using a 28-item 5Cs-based Positive Youth Development Scale. The instrument demonstrated excellent reliability (Cronbach’s Alpha = 0.926). Data were analyzed using descriptive statistics, normality testing, Pearson correlation, and linear regression analysis. The results indicated a positive relationship between physical activity and PYD. Correla-tion coefficients increased across activity categories (low r = 0.60; moderate r = 0.66; high r = 0.72), while the overall correlation was moderate (r = 0.37). These findings suggest that higher levels of physical activity are associated with stronger positive developmental out-comes. In conclusion, physical activity contributes meaningfully to the development of the 5Cs among adolescents. It is recommended that schools and community programs pro-mote structured and sustained physical activity to optimize positive youth development.