President Ramon Magsaysay State University, commonly referred to as PRMSU is a state university in Zambales established in 1910. The university is named after the province's greatest son and former President of the Republic of the Philippines, President Ramon Magsaysay. In 2017, the name of the university was changed from Ramon Magsaysay Technological University to its present name. The main campus of the university is located in the Municipality of Iba, Province of Zambales. It also has satellite campuses in the municipalities of Sta. Cruz, Candelaria, Masinloc, Botolan, San Marcelino, Castillejos all in the province of Zambales. The university also offers nursing courses at the Mondriaan Aura College in Subic Bay Freeport Zone, Business Administration at the Wesleyan College of Manila under a consortium program.
This study aimed to deeply understand the lived experiences of elementary teachers in multi-grade classrooms in Zone 2, Division of Zambales, Philippines. Employing a qualitative, phenomenological research design, the methodology involved in-depth interviews and observations with 15 purposively sampled multigrade teachers from Botolan and Palauig Districts. Data analysis was systematically conducted using Braun & Clarke's six-step thematic process. Key findings revealed that multigrade teaching is both highly demanding and deeply fulfilling. Teachers face significant challenges, including adapting to diverse learners and curricula, managing limited resources, and handling intensive planning and workload, often leading to emotional strain. Despite this, they derive sense of satisfaction from witnessing student growth, fostering strong learning communities, and experiencing personal and professional transformation. Teachers employ multifaceted coping strategies such as determination, proactive approaches, for instance differentiated instruction; and building supportive classroom communities. The study concludes that these educators exhibit remarkable resilience and ingenuity, and their effectiveness hinges on a robust, interconnected support system encompassing specialized professional development, adequate resources, and comprehensive collaborative and administrative backing.
A competent teacher demonstrates purpose in making teaching and learning meaningful. Edukasyong Pantahanan at Pangkabuhayan (EPP) requires mastery of both content knowledge and pedagogical skills across its five learning areas. Teacher expertise significantly influences instructional quality, often surpassing the impact of physical learning resources. In Technology and Livelihood Education (TLE), where theory meets hands-on application, both knowledge and skills are essential. Teachers must be well-prepared to demonstrate key concepts, model practical skills, and guide students toward meaningful, real-world learning experiences laying the foundation for future livelihood opportunities. The study used a mixed-method research design, specifically a sequential explanatory approach, to collect data in assessing the knowledge and skills competencies of pre-service teachers in EPP. The data was gathered from 20 Pre-service teachers at President Ramon Magsaysay State University – San Marcelino Campus through survey questionnaires and qualitative responses. Descriptive statistics was used to determine competency levels, while thematic analysis was applied to qualitative data. The findings revealed Pre-service teachers were proficient in Home Economics and ICT but developing in Agriculture, Industrial Arts, and Entrepreneurship. The challenges included limited access to tools and materials, insufficient hands-on learning opportunities, inadequate instructional resources, and time constraints affecting effective course implementation. To address these issues, the researchers recommend integrating curriculum enrichment strategies such as resource speakers who are experts in their respective fields, workshops, project-based learning, experiential and collaborative activities, and strengthened school-community partnerships. These enhancements aim to bridge competency gaps and better prepare Pre-service teachers for effective EPP instruction.
This study explored the leadership practices of elementary school leaders in managing stakeholders within public schools in Zambales, Philippines, with the aim of improving school operations and fostering a collaborative and inclusive educational environment. The research focused on leadership dimensions such as communication, engagement, relationship-building, and conflict resolution, considering the perspectives of both school leaders and teachers. Given the challenges in rural areas, including mismanagement of resources and low levels of stakeholder involvement, the study emphasized the crucial role of school leadership in overcoming these barriers. Using a descriptive quantitative research design, data were collected from 30 principals and 535 teachers from 15 public elementary schools. The results indicated that both leaders and teachers placed a high value on relationship-building, particularly through recognizing stakeholder contributions and maintaining consistent communication. Teachers highlighted the importance of active participation in decision-making processes, while principals emphasized proactive problem-solving and relationship development. The study also revealed that demographic variables, including age, gender, and educational qualifications, influenced the perceptions of leadership practices. Based on these findings, an intervention plan was proposed to enhance leadership practices in communication, engagement, and conflict resolution through targeted training. The anticipated outcomes of the intervention included improved stakeholder communication, increased teacher involvement in decision-making, strengthened relationships within the school community, and enhanced conflict resolution practices. Ultimately, the study aimed to create a more cooperative school environment, leading to improved school performance and better academic outcomes for students.
In this study, the tuber yield of Radish (Raphanus sativus L.) was explored under lahar-laden soil conditions treated with hydroponic waste nutrient solution at a different frequency. The experiment was arranged in a randomized complete block design (RCBD) with 4 treatments and 3 replications at Lahar-laden Technology Demonstration Area, President Ramon Magsaysay State University, San Marcelino Zambales. T1 (no application; control), T2 (once a week), T3 (twice a week) and T4 (thrice a week). Traits such as tuber length, tuber diameter, tuber weight (per plant), and tuber yield (per m2) were measured; means of treatments were then subjected to analysis of variance (ANOVA) followed by mean comparison test with Tukey's Honestly Significant Difference Test. Rank in root tuber yield in all variables brevity of similar treatments had a P ⟨ 0.001 significant effect on root tuber yield. The first rank in maximum tuber length (21.40 cm), tuber diameter (45.03 mm), tuber weight per plant (132.09 g) and yield (6.60 kg/m2) recorded at T4 level remained higher than other treatment units however the difference was found statistically significant up to 0.05% level of significance. T3 the next highest, and control had the lowest. Mean tuber weight per plant and yield (kg/m2) showed an obvious dose-response relationship with significant differences among means between all treatments. Based on the results, the application of hydroponic waste nutrient solution more frequently can significantly improve radish production, and applying hydroponic waste nutrient solution three times a week was the best treatment from this study.
