The ongoing reform of higher education in China has intensified the demand for effective institutional leadership, robust quality assurance mechanisms, and improved teaching effectiveness in applied universities. This quantitative descriptive-correlational study examined the relationships among institutional leadership practices, quality assurance mechanisms, and teaching effectiveness in a selected applied university in Jiangxi Province, China. A total of 485 full-time faculty members participated in the study. Data were collected using validated questionnaires based on the Leadership Practices Inventory (LPI), the Baldrige Excellence Framework, and the School Teacher Effectiveness Questionnaire (STEQ). Cronbach’s alpha coefficients indicated good to excellent internal consistency across the measurement dimensions. Descriptive findings showed that institutional leadership practices and quality assurance mechanisms were generally rated Agree, while teaching effectiveness was rated Often. Among leadership practices, Encourage the Heart received the highest rating, whereas Challenge the Process received the lowest. For quality assurance, Measurement and Analysis ranked highest, while Workforce ranked lowest. Teaching effectiveness was most evident in maintaining a supportive learning environment and communicating effectively, whereas instructional planning and strategies represented a relative area for improvement. Inferential analyses revealed significant differences in selected teaching effectiveness dimensions according to sex, while differences in institutional leadership and quality assurance assessments were not statistically significant across the respondents’ demographic profiles. Spearman’s rank-order correlation analyses further demonstrated significant positive relationships among institutional leadership practices, quality assurance mechanisms, and teaching effectiveness. These findings indicate that stronger leadership practices and more developed quality assurance mechanisms are associated with higher perceived teaching effectiveness, although the correlational design does not establish causation. The study proposed a continuous institutional improvement program focusing on leadership capacity building, workforce development, evidence-based quality assurance, and innovative instructional planning. By integrating leadership, quality management, and systems perspectives, the findings offered practical insights for university administrators and policymakers seeking to strengthen institutional governance and promote continuous improvement in Chinese applied higher education.
Ang pag-aaral na ito ay naglalayong masuri ang bisa ng Guided Writing Method sa pagpapaunlad ng kasanayan sa pagsulat ng sanaysay na persweysib ng mga mag-aaral sa Baitang 9 ng General Climaco National High School sa taong panuruan 2026–2027. Gumamit ang pananaliksik ng disenyong quasi-experimental, partikular ang One-Group Pretest-Posttest Design, upang matukoy ang pagkakaiba ng pagganap ng mga mag-aaral bago at pagkatapos gamitin ang nasabing pamamaraan. Animnapung (60) mag-aaral ang naging respondente ng pag-aaral. Ginamit bilang instrumento ang paunang pagganap, panghuling pagganap, at talatanungang Likert Scale. Ang mga nakalap na datos ay sinuri gamit ang mean, standard deviation, at Paired Samples t-test. Sa simula, nagtamo ang mga mag-aaral ng antas na Nangangailangan ng Pagpapabuti sa lahat ng dimensiyon ng pagsulat gamit ang kumbensyunal na paraan ng pagtuturo. Subalit, matapos ilapat ang Guided Writing Method, kapansin-pansin ang pag-angat ng kanilang kakayahan at umabot na sila sa antas na Mahusay. Ipinapakita ng mga resulta na epektibo ang Guided Writing Method sa pagpapataas at pagpapabuti ng kakayahan sa pagsulat ng mga mag-aaral kumpara sa tradisyonal na pamamaraan.Inirerekomenda ang patuloy na paggamit at pagsasama ng Guided Writing Method sa mga aralin sa pagsulat upang mas mapaunlad pa ang antas at kasanayan ng mga mag-aaral. Ipinakita rin ng Paired Samples t-test na may makabuluhang pagkakaiba sa pagitan ng pauna at panghuling pagganap ng mga mag-aaral (p < .001). Dagdag pa rito, nagpakita ang mga respondente ng positibong saloobin sa paggamit ng Guided Writing Method. Sa kabuoan, napatunayang epektibo ang Guided Writing Method sa pagpapaunlad ng kasanayan sa pagsulat ng sanaysay na persweysib. Bunga nito, nabuo ang Guided Writing-Based Worksheets bilang kagamitang pampagtuturo at interbensiyon para sa mga mag-aaral.
Artificial intelligence (AI) literacy is increasingly recognized as an essential teacher competence, yet evidence concerning its dimensional structure and variation across educational sectors remains limited. This study investigated self-reported AI literacy among 1,173 in-service teachers in primary, secondary, and higher education in Greece, examining its empirical structure, overall levels, and associations with prior AI-related training and teaching level, while accounting for academic qualifications. Data were collected through a researcher-developed questionnaire and analyzed using exploratory factor analysis, descriptive statistics, and general linear models. Two dimensions emerged: Conceptual–Technical AI Literacy and Critical–Ethical AI Literacy, while Practical AI Use was retained as a separate indicator. Overall self-reported AI literacy was relatively low, with substantially higher scores on critical–ethical indicators than on conceptual–technical indicators, suggesting a profile of perceived awareness without corresponding conceptual depth. Prior AI-related training was positively associated with all AI-literacy outcomes across educational sectors. However, significant teaching-level × training interactions revealed particularly strong associations in higher education, especially for Conceptual–Technical AI Literacy. These findings highlight the multidimensional and context-sensitive nature of teachers’ self-reported AI literacy and the importance of distinguishing perceived confidence from demonstrated competence. They underscore the need for differentiated, pedagogically grounded professional development that integrates conceptual understanding, practical AI applications, critical evaluation, and ethical judgment across educational sectors.
Nilayon ng pag-aaral na ito na masuri ang bisa ng Metacognitive Strategy sa pagpapaunlad ng kasanayan ng mga mag-aaral na nakatuon sa pagsusuri ng antas ng pag-unawa gaya ng Literal na Pagbasa, Inferensyal, Kritikal at Personal na Pag-unawa bago at pagkatapos gamitin ang estratehiya. Ginamit ang one-group pretest-posttest quasi-experimental na disenyo sa siyamnapu’t siyam (99) na mag-aaral sa Baitang 10 ng General Climaco National High School, Toledo City, Cebu sa taong panuruan 2026–2027. Ginamit ang paunang pagsusulit, panghuling pagsusulit, at talatanungan upang masukat ang saloobin hinggil sa paggamit ng Metacognitive Strategy. Batay sa pagsusuri, gamit ang frequency, percentage, mean, standard deviation, at paired samples t-test, lumabas na nasa antas na Nagsisimula sa lahat ng pamantayan ng pag-unawa sa pagbasa bago ipatupad ang Metacognitive Strategy. Matapos ang interbensiyon, nakita na umangat ang pagganap sa antas na Umuunlad sa literal, inferensyal, at kritikal at personal na pag-unawa. Ipinakita rin ng paired samples t-test na may makabuluhang pagkakaiba sa pauna at panghuling pagganap sa lahat ng pamantayan (p<.001), positibo naman ang saloobin sa paggamit ng Metacognitive Strategy. Natuklasan na may makabuluhang pagkakaiba sa pagitan ng pauna at panghuling pagganap ng mga mag-aaral sa lahat ng pamantayan ng pag-unawa (p<.001). Nagpakita ang mga mag-aaral ng positibong saloobin sa paggamit ng Metacognitive Strategy na may kabuuang mean na 3.88 at SD na 0.70. Samakatuwid, napatunayang mabisa ang mga gawaing tinamo sa paglalapat ng Metacognitive Strategy para sa pag-unawa, pagpapaunlad ng kritikal na pag-iisip, at paglinang ng aktibong pakikilahok sa proseso ng pagkatuto.
This study examined the determining role of strategic management practices and organizational culture in the organizational effectiveness of public secondary schools in Bambang I and II Districts during Academic Year 2026-2027. Specifically, it assessed strategic management practices in terms of leadership and governance, curriculum and instruction, accountability for continuous improvement, and resource management; organizational culture in terms of power, task, people, and role cultures; and organizational effectiveness in terms of goal achievement, resource utilization, adaptability, internal processes, employee performance, innovation, and stakeholder satisfaction. The study employed a quantitative research design using the descriptive-correlational method, involving 146 secondary school teachers selected through multi-stage sampling. Data were gathered using valid and reliable research instruments and analyzed using the mean, Spearman Rank Correlation, and Coefficient of Determination. Hypotheses were tested at the 0.05 level of significance. Results revealed that strategic management practices were rated Very Good (M = 4.49), with curriculum and instruction obtaining the highest mean (M = 4.66). Organizational culture was likewise rated Very Good (M = 4.37), with role culture receiving the highest mean (M = 4.65). Organizational effectiveness was also rated Very Good (M = 4.47), with adaptability and stakeholder satisfaction obtaining the highest ratings (M = 4.56). However, strategic management practices and organizational effectiveness (ρ = 0.077, p = .355), organizational culture and organizational effectiveness (ρ = 0.025, p = .766), and strategic management practices and organizational culture (ρ = 0.091, p = .274) demonstrated very weak, statistically nonsignificant positive relationships. Consequently, the study proposed the Context-Responsive School Organization Development Theory (CRSODT), emphasizing context-responsive planning, systematic organizational assessment, and coordinated improvement initiatives. The findings provide insights for evidence-based educational management and institutional development.
