It was founded on December 8, 1946 by Francisco M. Caliolio, Sr. and his wife, Arecelie F. Caliolio. The institution is now managed by their grandchildren and is headed by Mr. Edwin M. Caliolio as its president. It was once established as Southern Academy in 1946, then renamed as Southern College of Commerce in 1952 and as Southern City Colleges in 1962.It presently has three Campuses, namely the Central Campus, the West Campus (the former MEIN College) and the East Campus, all located in Zamboanga City..
Project-Based Learning (PBL) has emerged as a learner-centered instructional approach that promotes active engagement, critical thinking, collaboration, and meaningful learning experiences among pupils. This study examined the implementation of Project-Based Learning practices in public elementary schools in Zamboanga Peninsula, Philippines, and their influence on pupils’ motivation. Specifically, the study assessed PBL practices in terms of purposing, planning, executing, and evaluating as perceived by school administrators and teachers. A descriptive-comparative research design was employed involving 27 school administrators and 128 teachers selected from public elementary schools in the district. Data were collected using a researcher-developed questionnaire and analyzed using weighted mean, ranking, and t-test. Findings revealed that Project-Based Learning practices were highly implemented across all dimensions, with purposing and planning obtaining the highest ratings. Both school administrators and teachers perceived PBL as an effective strategy for enhancing learner participation, engagement, and motivation. Results further indicated no significant difference between the perceptions of administrators and teachers regarding the implementation of PBL practices. The study highlights the value of Project-Based Learning in fostering a motivating and learner-centered classroom environment that supports pupils’ academic engagement and skill development. It is recommended that school leaders and teachers strengthen the integration of Project-Based Learning through continuous professional development, collaborative planning, and systematic monitoring to sustain learners’ motivation and educational outcomes.
This study examined the relationship between faculty work engagement and organizational effectiveness among selected higher education institutions. Specifically, it determined the level of faculty work engagement in terms of vigor, dedication, and absorption, assessed the level of organizational effectiveness in terms of goal attainment, operational efficiency, and institutional adaptability, and investigated whether a significant relationship exists between these variables. The study employed a quantitative descriptive-correlational research design involving faculty members from selected higher education institutions who were chosen through purposive sampling. Data were gathered using a structured survey questionnaire that demonstrated good internal consistency and were analyzed using appropriate descriptive and inferential statistical techniques. The normality of the data was first assessed to determine the appropriate statistical test for examining the relationship between the study variables. The findings revealed that faculty members demonstrated a high level of work engagement, characterized by strong vigor, dedication, and absorption in carrying out their professional responsibilities. Likewise, the participating higher education institutions exhibited a high level of organizational effectiveness, reflecting their ability to achieve institutional goals, maintain operational efficiency, and adapt to changing educational demands. Furthermore, the study established a significant positive relationship between faculty work engagement and organizational effectiveness, indicating that increased faculty engagement is associated with improved institutional effectiveness. The study concludes that fostering faculty engagement through supportive leadership, professional development opportunities, recognition programs, and a positive work environment may be associated with organizational effectiveness and contribute to the continuous improvement and long-term success of higher education institutions.
