University of Perpetual Help System DALTA

Autoimmune pulmonary alveolar proteinosis (aPAP) is a rare lung disorder characterized by autoantibodies against Granulocyte–Macrophage Colony-Stimulating Factor (GM-CSF). Whole-lung lavage is the conventional treatment, but it does not address the underlying pathophysiology. This systematic review and meta-analysis aims to further evaluate the effects of inhaled GM-CSF on gas exchange, oxygenation, and lung volume. We conducted a systematic review and meta-analysis following PRISMA guidelines. A literature search was performed across PubMed, Embase, and the Cochrane Library from inception to October 2025. Randomized Controlled Trials (RCTs) comparing inhaled GM-CSF to a control in adult patients with aPAP were included. The primary outcomes assessed pulmonary gas exchange, oxygenation, and lung volume, while exercise capacity and dyspnea levels were secondary outcomes. Statistical analyses were performed using Review Manager (RevMan) version 5.4.1 and R version 4.5.2, with heterogeneity assessed using I2 statistics. Four phase III RCTs comprising 402 patients (224 inhaled GM-CSF, 178 control) with ≥ 25 weeks of follow-up were included. Inhaled GM-CSF significantly enhanced DLCO

This study examined the interaction of professional learning communities (PLCs), faculty trust, and organizational readiness for change in facilitating institutional transformation within a public secondary school context. Anchored in a qualitative case study design, the research was conducted at Tagum City National Comprehensive High School in Tagum City, Davao del Norte, Philippines. Data were generated through five individual semi-structured interviews and one focus group discussion involving five additional participants who were actively engaged in collaborative professional learning activities. Thematic analysis, guided by Braun and Clarke’s six-phase framework, was employed to systematically analyze participants’ narratives and identify emerging patterns related to collaboration, trust, and readiness for change. Findings revealed that PLCs function as significant platforms for collaborative inquiry, reflective dialogue, and shared instructional improvement, contributing to teachers’ professional growth and strengthening collegial relationships. Faculty trust emerged as a critical relational condition that sustains collaboration, fosters open communication, and enhances engagement in school initiatives. Organizational readiness for change was influenced by leadership support, collaborative structures, openness to innovation, and access to professional development, although constraints such as workload demands and resistance to change were also evident. The study further demonstrated that collaboration within PLCs contributes to the development of trust, which in turn strengthens the institution’s collective readiness to implement educational reforms. Based on these findings, a Future-Proof Change Management Roadmap was proposed to guide sustainable institutional transformation.

This descriptive-correlational study examined professional development strategies that prioritize teacher mental health and well-being at San Isidro College. It assessed teachers’ demographic profile, levels of emotional, psychological, and social well-being and work-life balance, the extent to which wellness-centered professional development strategies were implemented, differences in well-being across demographic groups, the relationship between professional development implementation and teacher well-being, the integration of evidence-based mental health components, and the perceived effectiveness of existing initiatives. The respondents were 80 full-time and part-time teachers selected from an estimated population of 100 through stratified random sampling using Slovin’s formula at a 5% margin of error. Data were obtained through a validated survey questionnaire and analyzed using frequency, percentage, weighted mean, standard deviation, analysis of variance, and Pearson productmoment correlation. Teachers reported a very highly evident overall level of mental health and wellbeing (M = 3.72, SD = 0.65), with social well-being receiving the highest rating and work-life balance the lowest. Professional development strategies were also rated highly implemented overall (M = 3.49, SD = 0.68), although wellness-focused content and mental health support systems were comparatively weaker. No significant differences in well-being were found according to age, sex, or years in teaching. Professional development implementation was strongly and significantly associated with teacher mental health and well-being (r = .62, p < .001). Evidence-based components were only moderately integrated. The findings support a whole-institution approach that combines professional learning, supportive leadership, counseling access, peer support, resilience development, mindfulness, stress management, and workload-sensitive practices. Project THRIVE was proposed as a values-based enhancement program for sustained teacher resilience, professional growth, and institutional support.

Educational disruptions have become increasingly prevalent due to environmental hazards, community displacement, and emergency situations that interrupt students’ access to continuous learning. This phenomenological study explored the lived experiences of senior high school students who encountered educational disruptions in Bacoor City. Guided by Bronfenbrenner’s Ecological Systems Theory and Lazarus and Folkman’s Cognitive Appraisal Theory of Stress and Coping, the study sought to understand how students experienced, interpreted, and responded to disruptions affecting their educational journeys. Using a descriptive phenomenological design, data were collected through in-depth semi-structured interviews with nine senior high school students from three public senior high schools in Bacoor City who had experienced disruptions caused by flooding, typhoons, fire incidents, relocation, extreme weather conditions, and alternative learning arrangements. The narratives were analyzed using the phenomenological funnel technique, involving the identification of textual themes, clustering of structural themes, and generation of eidetic insights. Findings revealed nine major themes: residential relocation and adjustment as an educational disruption, flooding and typhoon-related disruptions to learning, learning difficulties and academic disruptions, household responsibilities and limited learning resources, family and teacher support systems, community and institutional support during educational disruptions, adaptation and perseverance in the face of educational disruptions, personal growth and the development of resilience, and educational disruptions as sources of meaning and realization. The study further identified four essential insights indicating that educational disruptions significantly affect students academically, emotionally, and socially; students demonstrate resilience and adaptability; support systems facilitate coping and recovery; and disruptions contribute to personal growth and self-development. Based on these findings, an evidence-based intervention program was proposed to strengthen academic continuity, emotional support mechanisms, and collaborative partnerships among schools, families, and communities.

Traditional, teacher-centered mathematics pedagogy may leave learners disengaged and underperforming when classroom activity does not cultivate conceptual understanding. This quantitative quasi-experimental study examined the effectiveness of the Vertical Board Teaching Strategy (VBTS), adapted from Peter Liljedahl’s Building Thinking Classrooms framework, in enhancing engagement and academic performance among 21 Grade 8 mathematics learners at Sanders Middle School in Arizona, USA. Students completed mathematics pre-tests and post-tests aligned with the Beyond Textbooks curriculum and a multidimensional engagement survey. The paired-samples t-test indicated a statistically significant difference in performance after implementation (t = 7.295, df = 20, p < .001), with the reported mean score increasing from 5.55 to 10.11 and the reported gain described as 4.56 points. Engagement was moderately high overall (M = 2.71), with behavioral engagement highest (M = 2.96), cognitive engagement also moderately high (M = 2.80), and emotional engagement lowest (M = 2.40, moderately low). First-quarter grading data showed that 11 learners (52%) received a failing grade, indicating that short-term assessment gains did not eliminate broader achievement difficulties. Pearson correlation analysis found a statistically significant moderate relationship between cognitive engagement and academic performance (r = 0.455, p = .038), whereas behavioral engagement (r = 0.091, p = .696) and emotional engagement (r = 0.041, p = .798) were not statistically significant. Based on these findings, a three-day intensive professional-development workshop and a one-quarter monitoring plan were proposed to strengthen cognitive engagement, emotional scaffolding, and high-fidelity VBTS implementation.