Adversity quotient (AQ) is a concept that refers to an individual's ability to navigate and thrive in the face of challenges, setbacks, and adversity. It measures resilience, adaptability, and the capacity to bounce back from difficult situations. Leadership style refers to the manner in which a leader approaches and executes their role, interacts with others, and influences and guides their team or organization. This study aimed to determine the level of adversity quotient and the school management style of school leaders. This study utilized a quantitative descriptive correlational design with 15 secondary school leaders involved in this study. The study employed quota sampling as its sampling procedure, wherein respondents were selected from different public secondary schools in Hilongos, Leyte to ensure proportional representation of school heads and department heads from each school. A total of 15 educational leaders participated in the study, meeting the predetermined quotas per school. Data were gathered using two standardized research instruments: the Adversity Quotient® Profile (ARP® Version 9.1) developed by Paul G. Stoltz, which measures respondents’ ability to deal with adversity in terms of control, ownership, reach, and endurance, and the Leadership Style Questionnaire, a 16-item tool used to determine leadership style across authoritative, democratic, facilitative, and situational dimensions. For data analysis, descriptive statistics such as frequency, percentages, mean, and standard deviation were used to describe the respondents’ profiles, leadership styles, and levels of adversity quotient. At the same time, the Pearson product–moment correlation (r) was used to determine the significant relationship between the adversity quotient and leadership style, both in total and across specific dimensions. The results showed that the school heads’ adversity quotient scores fell above-average levels, indicating an above-normal capacity for handling challenges, difficulties, setbacks, and demands. Moreover, the school heads’ leadership style is primarily facilitative. Furthermore, a low correlation was observed between total leadership skills and total adversity quotient. Hence, the findings imply that while school leaders demonstrate strong resilience and a predominantly facilitative leadership approach, leadership style alone does not significantly determine their ability to cope with adversity, suggesting that personal resilience and adaptive capacities play an equally important role in effective school leadership.
Processos erosivos são comuns e constituem elementos naturais da dinâmica da paisagem nos diversos ambientes do planeta. Ainda assim, no momento em que atingem o ser humano, passam a receber o rótulo de desastres, tipificados pela Classificação e Codificação Brasileira de Desastres (COBRADE). Nesse sentido, o presente trabalho compreende um esforço preliminar de mapeamento evolutivo de uma feição erosiva (voçoroca) que, há alguns anos, vem se desenvolvendo no bairro Clima Bom, em Maceió, Alagoas. Para tal, foi empregada uma metodologia de baixo custo, baseada no uso de imagens disponibilizadas gratuitamente e em softwares open source. Foi possível verificar que a feição erosiva estudada cresce progressivamente desde seu primeiro registro de ocorrência na paisagem e aproxima-se, a uma média de 2,5 m/ano, da BR-316, uma das principais vias de conexão entre a capital do estado e alguns dos principais municípios de sua região metropolitana. Nesse sentido, pode-se concluir que a metodologia empregada se mostrou efetiva quando utilizada para um diagnóstico inicial, tornando possível a obtenção de dados gerais do elemento estudado, como crescimento da área, tendência evolutiva e proximidade de sua ameaça à rodovia, servindo de base para ações de monitoramento e planejamento.
This study explored the perceptions of junior high school Social Studies teachers regarding the use of Learning Management Systems (LMS). Eight teachers from La Union Cultural Institute and Saint Louis College participated in face-to-face semi-structured interviews. Using a Giorgi’s descriptive phenomenological method, data were thematically analyzed. Two key themes emerged: Promoting Creativity through teacher’s use of LMS in Social Studies and Systematic Feedback Guiding Social Studies Teaching through LMS. These themes informed the creation of a thematic model illustrating teachers’ perceptions in Social Study instruction. Findings revealed that LMS enhances engagement, supports differentiated learning, and simplifies content delivery. The study concludes that understanding teacher experiences can inform effective strategies and pedagogies in Social Study. It is recommended that teachers utilize LMS features such as multimedia resources, interactive tools, and digital content to improve accessibility, enrich instruction, and foster a more dynamic and responsive learning environment.
This qualitative-descriptive study aimed to analyze and understand the visual metaphors Grade 10 students at St. Mary's Dominican School, a rural Philippine school, use to perceive their mathematics teacher. The objective was to uncover the positive and negative images students hold and how these reflect their classroom experiences. The methodological procedure was anchored in Conceptual Metaphor Theory, Social Constructivist Theory, and Symbolic Interactionism. Data was collected using a drawing and essay questionnaire where 20 students visually represented their teacher; 8 entries were purposively selected for thematic analysis. The development/results revealed three dominant themes: (1) The Teacher as a Source of Guidance and Access, with metaphors like "Compass" and "Lock and Key"; (2) The Teacher as a Dual-Faced Figure: Strict but Benevolent, with metaphors like "Teaching Machine," "Clock," and "Wolf"; and (3) Perceptions of Difficulty and Instability, seen in metaphors like "Alcohol" and "Battery". The final considerations/conclusions are that the dominance of the "strict but benevolent" theme indicates that students actively interpret their teacher's strict behavior, reframing it as a necessary and positive sign of care, a finding with significant implications for teacher-student relationships in rural educational settings.
Hemodialysis is a life-sustaining and life-changing experience. This study employed a qualitative phenomenological approach to explore the experiences of hemodialysis patients in the Kingdom of Saudi Arabia. . To enhance rigor and trustworthiness, prolonged engagement, member checking, detailed descriptions, and audit trails were observed. Further, Cresswell's interpretative design was utilized to interpret and analyze results. This study reveals hemodialysis patients' experiences, challenges, and coping strategies. Two main themes emerged from the key findings: impacts on the mental well-being of hospitalization, patient satisfaction with the care received in the hospital, and the importance of coordinated care. Personal experiences would convey that hemodialysis was considered an artificial kidney and filter, which is critically important but laborious and challenging in necessity and impacts life quality. The challenges faced by patients were laid out as their mental well-being, such as depression and anxiety, and financial constraints. In controlling these struggles, patients entrust themselves with several strategies, including obeying the generated instructions from their therapists, leading a healthy life by exercising, and learning about their illness. There was also a great need for mental strength, acceptance, and support from both family and friends and, apart from the above, engaging in physical therapy to bring back the sense of normalcy and well-being. Overall, this profound understanding will point out more improvements in the systems of care and support given to patients.
