Sulu State College

This study explored the relationship between Senior High School students’ attitudes toward nationalism and their learning of history at the Southwestern Mindanao Islamic Institute (SMII). The study employed a descriptive-correlational research design and comprised 100 students who were purposively selected during the 2025–2026 school year. It focused on exploring students’ attitudes toward nationalism, particularly in relation to their national pride, their sense of connection with other Filipinos, and their feeling of belonging to the nation. The study also investigated whether significant differences existed in students’ attitudes toward nationalism and history learning when with participants further categorized according to gender, year level, and academic strand, parents’ highest level of educational attainment, and average monthly family income. In addition, the study determined the relationship among the different dimensions of nationalism. The findings showed that most respondents were female, with an equal distribution of Grade 11 and Grade 12 students. Students were also almost equally represented across the STEM, GAS, and HUMSS strands. Most respondents reported that their parents were high school graduates and that their families had an average monthly income of ₱5,000 and below. Results revealed that students generally displayed positive attitudes toward nationalism. They expressed agreement in terms of feelings of pride in one’s nation, a sense of solidarity with fellow citizens, and a strong identification with national belonging. Statistical analyses further indicated that there were generally no significant differences in students’ attitudes toward nationalism and history learning when grouped according to demographic variables such as gender, year level, academic strand, parents’ level of educational attainment, and family income. Moreover, correlation analysis showed strong positive relationships among national pride, connection with fellow citizens, and a sense of national belonging. Based on these findings, the study recommends that teachers use culturally responsive teaching approaches and meaningful historical discussions to strengthen students’ appreciation of national identity. School administrators are encouraged to implement programs that promote nationalism while respecting and valuing local cultural identities. Curriculum developers may also enhance the integration of Philippine history, cultural heritage, and civic education into instructional materials to help students develop a balanced understanding of both local and national identity. Students are likewise encouraged to participate actively in activities that deepen their awareness of nationalism and historical understanding. Future researchers may further explore other related factors such as civic engagement, cultural identity, and historical consciousness in connection with nationalism and history learning.

In the dynamic environment of higher education, managing multidisciplinary faculty with dominant or "alpha-oriented" behaviors presents unique challenges to educational leadership. Despite the strategic imperative for collaboration, limited research exists on specific strategies that foster both work harmony and productivity among these assertive groups. This study addresses this gap by exploring the containment and empowerment strategies employed by academic administrators. Using an exploratory qualitative design, the research engages 25 purposively selected academic leaders through one-on-one interviews. Data were analyzed using reflexive thematic analysis, guided by Trait Activation Theory to understand how leadership behaviors trigger or suppress dominant personality traits. Key findings reveal that impersonal structural mechanisms, specifically shared governance and data-driven dashboards, act as critical neutralizers that de-personalize authority and reduce territoriality. Regarding productivity, the study identifies bounded autonomy, defined as high-trust models operating within co-authored project charters, as the optimal approach for managing alpha faculty. Furthermore, the results highlight the necessity of epistemic translation to resolve disciplinary clashes and structural empathy interventions, such as story circles, to prevent the emotional fatigue associated with distributed leadership. The study concludes that effective leadership translates affective conflict into cognitive conflict, transforming potential disruptors into engines of institutional innovation.

This study investigated the leadership styles of administrators and their influence on faculty motivation toward productive teaching performance among selected Teacher Education Institutions (TEIs) in Sulu Province. Employing a mixed-methods design, the research analyzed quantitative data on the extent of leadership style practices-Very Autocratic, Moderately Autocratic, Mixed, Moderately Participative, and Very Democratic-alongside qualitative insights from faculty and administrators. Findings revealed that autocratic and participative leadership styles were moderately practiced, while democratic leadership was seldom observed. Administrators consistently rated themselves higher than faculty did, indicating a perceptual gap between leaders' self-assessment and subordinates' experiences. Results further showed that participative and democratic leadership styles were most effective in enhancing faculty motivation, engagement, and commitment to productive teaching. In contrast, autocratic styles, though ensuring order and compliance, tended to reduce teacher autonomy and intrinsic motivation. The study concludes that leadership effectiveness in teacher education depends on administrators' ability to balance authority with inclusion and to transform hierarchical control into participative collaboration.

Republic Act No. 11396 requires Philippine State Universities and Colleges (SUCs) to classify landholdings into functional cores and align development with projected demand. A comparative case study was conducted for three SUCs representing contrasting site contexts: highland (Central Mindanao University, CMU), lowland (Davao del Sur State College, DSSC), and coastal (Sulu State College, SuSC). LUDIP land-use tables and GIS-derived area inventories were harmonized to RA 11396 cores and analyzed under existing and proposed scenarios. Percentage-point shifts by core were used to identify whether institutions prioritize research expansion, support infrastructure, or production-land conversion, while a land-based carrying-capacity module combined historical enrollment and LUDIP projection series to compute 2031 gross density and academic-core density. The results show distinct transition archetypes. CMU reallocates land toward academic and research functions under relatively low density pressure, indicating a research-enabling expansion pathway. In contrast, DSSC and SuSC exhibit stronger shifts toward allied services and administrative support while facing substantially higher projected gross and academic-core densities, suggesting that future compliance will depend less on horizontal expansion and more on vertical densification and space-efficiency strategies. These findings support an evidence chain linking statutory land-use mandates to measurable spatial change and practical capacity constraints in campus planning.

The research study entitled “Entrepreneurial Competence among Students of College of Business Administration and Management (CBAM) at Sulu State College” answered the following questions:1. What is the demographic profile of student-respondents in terms of gender, age, parent’s average monthly income, parent’s educational attainment, and year level? 2. What is the level of entrepreneurial competencies of among students of CBAM at Sulu State College in context of opportunity competencies, relationship competencies, conceptual competencies, organizing competencies, strategic competencies, and commitment competencies. 3. Is there a significant difference in the level of entrepreneurial competencies among students of CBAM at Sulu State College when data are classified according to demographic profile? 4. Is there a significant correlation among the levels subsumed under level of entrepreneurial competencies among students of CBAM at Sulu State College? A descriptive research design method was employed in this study. One hundred (100) students of CBAM at Sulu State College were the main source of data which were quantified to answer the research questions in this study. This study was conducted at the CBAM at Sulu State College during the Academic Year 2024-2025. A non-probability sampling design through purposive sampling method was employed in this study. A survey questionnaire was the main instrument employed to gather data on the level of entrepreneurial competencies among students of CBAM at Sulu State College. Competencies questionnaire was adapted and patterned with slight medication from Phelan, Chris (2014) Model of Competency Cluster derived from Man, Lau and Chan (2002) entrepreneurial skills and competencies. The research instrument used in this study consists of two parts. Part I of the questionnaire focused on obtaining the demographic profile of the students of CBAM at Sulu State College. Part II was geared towards obtaining data on the level of entrepreneurial competencies of CBAM students. For research problem number one 1, frequency counts and percentage was employed to determine the profile of student-respondents. For research problem number two 2, mean and standard deviation was employed to determine the level of entrepreneurial competencies. For research problem number 3, t-test for independent samples were employed to determine the significant differences in the level of entrepreneurial competencies when data are grouped according to gender; and One-way Analysis of Variance (ANOVA) was employed to determine the significant differences when data are grouped according to age, parent’s educational attainment, parent’s average monthly income, and year level. For research question number 4, Pearson Product Moment Correlation Coefficient (Pearson r) was employed to determine the degree of correlation among the sub-categories subsumed under the level of entrepreneurial competencies. The female respondents are more than the male respondents, either 20 years old and below or between 21 – 22 years old, majority of parents earn P10,000.00 and below each month, one – third finished Bachelor’s Degree /Vocational, and equal number of respondents were taken from each year level. The respondents indicated often on the level of competencies among CBAM students at Sulu State College in the context of opportunity competencies, relationship competencies, conceptual competencies, organizing competencies, strategic competencies, and commitment competencies. The null hypothesis is accepted in terms of gender, age, parent’s average monthly income, parent’s educational attainment, and year level. There is a very high correlation among the levels subsumed under the level of entrepreneurial competencies among CBAM students at Sulu State College.