Ifugao State University

The research study investigated how multigrade teachers in Mankayan District need assistance and what obstacles they face to create a management framework that meets their requirements. The research used a descriptive qualitative method, which involved conducting semi-structured interviews with 20 teachers who taught multiple grade levels in a single class as multigrade teachers. The researchers applied the thematic analysis method to analyze the gathered research data. The study found that teachers face major difficulties in lesson planning, classroom management, assessment, and resource availability because they must handle various student needs and teach multiple curricula at the same time. The teachers encountered obstacles when they tried to meet curriculum requirements, which created instructional difficulties and diminished their ability to teach flexibly. The teachers managed to adapt to their challenges by using different methods such as differentiated instruction, peer-assisted learning, and contextualized strategies. The research revealed essential requirements, which consisted of structured lesson planning tools, accessible instructional materials, and targeted professional development and sustained administrative support. The proposed management framework, PROJECT ANCHOR, includes instructional support and capacity building, resource provision, and monitoring systems to enhance multigrade instruction at educational institutions. The research study demonstrates that localized interventions play a vital role in enhancing teaching effectiveness within remote geographical areas.

The study examined the work-life balance of secondary school teachers and its relationship with their job conditions as a basis for developing a teacher well-being program. A descriptive-comparative and correlational research design was employed, involving 126 public secondary school teachers from Districts 1 to 4 in Baguio City who responded to a validated questionnaire. Work-life balance was assessed in terms of work satisfaction, emotional well-being, and family and social relationships, while job conditions included workload and time pressure, non-teaching tasks, and leadership and organizational support. The findings revealed that teachers maintained a generally favorable level of work-life balance, with work satisfaction as the strongest dimension, although work demands moderately affected emotional well-being and personal relationships. Teachers experienced moderate job conditions characterized by workload and non-teaching tasks, while leadership and organizational support were perceived at a favorable level. Significant differences in work-life balance were observed based on age, marital status, and years in teaching, while age was the only variable that showed a significant difference in job conditions. A significant moderate positive relationship was found between work-life balance and job conditions, indicating that teachers’ well-being is influenced by both job demands and the support systems available within the school environment.

This study examined the capability and investigative performance of NBI personnel in Iloilo City. Specifically, it determined the demographic profile of the respondents in terms of age, sex, educational attainment, years in service, and rank/position; assessed the level of capability in terms of availability of forensic tools and infrastructure, training and expertise, and collaboration and support; and evaluated the level of investigative performance in terms of case resolution and quality, timeliness, and operational efficiency. The study also determined differences in capability and investigative performance when grouped according to demographic variables and examined the relationship between capability and investigative performance. A quantitative descriptive-correlational research design was employed. Data were gathered from NBI personnel and analyzed using mean and standard deviation, Mann–Whitney U test, Kruskal–Wallis H test, and Spearman’s rho correlation. The findings revealed that both capability and investigative performance were rated very high. No significant differences were found when grouped according to demographic variables, indicating consistency across respondent groups. Correlation analysis revealed a very strong positive and significant relationship between capability and investigative performance (ρ = 0.81, p = 0.000), suggesting that higher capability is strongly associated with higher investigative performance. The study concluded that capability, particularly in terms of training and expertise, significantly contributes to investigative effectiveness among NBI personnel. It is recommended that the organization strengthen forensic infrastructure, professional development programs, inter-agency collaboration, and workflow optimization systems to sustain and further improve investigative outcomes.

Decoloniality is essential for building just and equitable institutions and requires discourse, action, and education to address societal injustices. As language teachers, we believe that decolonizing the language curriculum is crucial for developing an educational framework that values local identities, knowledge systems, and languages. This collaborative autoethnography examines our perspectives and experiences as we navigate decolonial practices in language education within our institutions. Using reflective thematic analysis, our narratives expose the persistent influence of colonial language ideologies and systemic barriers that hinder efforts to decolonize curricula. They also reveal the intricate relationship between individual agencies and institutional constraints, highlighting how economic and structural pressures shape decolonial initiatives. This study highlights the importance of ongoing critical examination of language policies, pedagogical practices, and curricular reforms. We argue that without structural transformations that challenge the entrenched colonial logic of higher education, decolonial efforts risk becoming isolated acts of resistance, rather than catalysts for systemic change. The findings underscore the need to reevaluate language education frameworks, prioritizing linguistic and epistemic justice over neoliberal and colonial imperatives. This study contributes to the broader discourse on decoloniality, offering insights into the ongoing tensions, possibilities, and limitations of decolonizing language education in higher education institutions.

Integrating Indigenous Knowledge Systems and Practices into formal education offers opportunities to make learning culturally meaningful while sustaining community knowledge, identity, and heritage. This qualitative phenomenological study explored the lived experiences of secondary teachers in Sagada, Mountain Province, as they integrated Indigenous Sagada practices into contemporary teaching. Specifically, the study examined how teachers incorporated local narratives, cultural practices, community values, oral traditions, and Indigenous knowledge into classroom lessons; the pedagogical benefits they observed; the challenges they encountered; the strategies they used to maintain cultural authenticity; and the meanings they attached to culturally grounded instruction. Participants were purposively selected from among teachers with experience contextualizing instruction using Sagada culture and community knowledge. Data were generated through semi-structured interviews and analyzed phenomenologically through significant statements, meaning units, thematic clustering, textural and structural descriptions, and synthesis of the essence of the experience. The findings suggest that culturally grounded instruction can strengthen learner engagement, comprehension, participation, cultural pride, and communicative confidence when Indigenous knowledge is integrated respectfully rather than treated as decorative content. The study underscores the importance of community consultation, teacher preparation, contextualized resources, and culturally sustaining pedagogy in Indigenous education.