Southern Mindanao Colleges also referred to by the acronym SMC, is a non-sectarian private college located at Pagadian, Zamboanga del Sur, Philippines. In terms of student population, SMC has the highest number of students.
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.
Sustainable work environments in higher education institutions are essential for promoting organizational effectiveness, employee well-being, and institutional sustainability. This study examined managerial practices, work-related challenges, and sustainable work environments in private higher education institutions in Pagadian City, Philippines. Specifically, it assessed managerial practices in terms of clear goals, relevant skills, mutual trust, and good communication, as well as work-related challenges related to skills and abilities, personalities, perceptions, and values and ethics. A descriptive-comparative research design was employed involving 37 educational managers and 115 college teachers from selected private higher education institutions. Data were collected using a researcher-developed questionnaire and analyzed using weighted mean, ranking, t-test, and Pearson correlation. Findings revealed that managerial practices and work-related challenges were generally perceived as highly practiced by both educational managers and college teachers. Results further showed a significant difference in the perceptions of the two groups regarding managerial practices, while no significant difference was found in their perceptions of work-related challenges. Moreover, a high positive relationship was identified between managerial practices and work-related challenges, suggesting that effective managerial practices contribute to addressing organizational challenges and fostering sustainable work environments. The study highlights the importance of strengthening leadership practices, communication systems, trust-building initiatives, and ethical workplace culture to sustain productive and supportive educational work environments in higher education institutions.
Instructional diversity and strategic teaching practices support responsive teaching, student engagement, and meaningful learning. Although emphasized in contemporary education, few studies have examined how school administrators and teachers perceive these practices in the same context. This study assessed perceived instructional diversity and strategic teaching practices among school administrators and teachers, explored differences between these groups, and investigated the relationship between instructional diversity and strategic teaching. A quantitative descriptive–comparative and correlational design involved 389 school administrators and 1,000 teachers from selected schools. Data were collected using a validated survey with a Cronbach’s alpha of 0.83. Responses on a six-point Likert scale were analyzed using descriptive statistics, independent samples t-tests, and Pearson correlation. Findings showed both administrators and teachers reported very high levels of perceived instructional diversity and strategic teaching practices as “Always Manifested.” Administrators reported slightly higher perceptions of instructional diversity, but no significant difference was found in strategic teaching practices. Correlation analysis indicated a moderate positive relationship between perceived instructional diversity and strategic teaching. These findings suggest diverse instructional approaches and strategic pedagogical practices are interconnected and crucial for effective teaching and meaningful learning in educational settings.
Literacy remains a fundamental component of quality education and serves as a critical foundation for learners’ academic success and lifelong learning. This study examined the extent to which reading skills and classroom incentives contribute to achieving optimum literacy in elementary education. Specifically, the study assessed the implementation of essential reading skills in terms of phonemic awareness, alphabetic principle, reading fluency, vocabulary, and comprehension, as well as classroom incentives focusing on compliments, class goals, use of holidays, and reward systems. A descriptive-comparative research design was employed involving school administrators and teachers from public elementary schools in the Division of Zamboanga del Sur, Philippines. Data were gathered using a researcher-developed questionnaire and analyzed through weighted mean, t-test, z-test, and Pearson correlation. Findings revealed that both essential reading skills and classroom incentives were highly implemented across participating schools. Results further indicated no significant differences between the perceptions of school administrators and teachers regarding the implementation of reading skills and classroom incentives. Moreover, a significant positive relationship was found between reading skills and classroom incentives, suggesting that motivational classroom practices enhance literacy-related instructional outcomes. The study highlights the importance of integrating evidence-based reading instruction with supportive classroom incentive systems to strengthen learner engagement and literacy development. These findings support Sustainable Development Goal 4 by promoting inclusive, equitable, and quality education through effective literacy interventions and learner-centered educational practices.
