In today’s interconnected world, English has become a crucial language for communication and information exchange. Students, especially those engaged in research, mastering the English language holds significant importance. The role of English plays an important role in enhancing students' research abilities, accessing valuable resources, and facilitating international collaboration.

Firstly, English serves as the primary language of academia and research. A vast majority of scholarly articles, journals, and research papers are published in English which means that students who are proficient in English can understand and utilize a wealth of resources that others might not access. For instance, Google Scholar, a widely used search engine for academic literature, predominantly features works in English. By being fluent in the language, students can explore recent studies, innovations, and theories that can enrich their understanding and contribute to their research projects.

Furthermore, English proficiency enables students to participate in international conferences and workshops. These events often gather leading experts and researchers from around the world, providing students with opportunities to present their work and engage with others in their field. For example, many significant scientific advancements are discussed in international meetings where English is the medium of communication. Students who can express their ideas clearly in English can network effectively, seek collaborations, and receive valuable feedback that may improve their work.

 In addition to accessing research material and participating in events, learning English also enhances students’ ability to share their findings. Many students aspire to publish their research in reputable journals, and these often require submissions in English. A well-written paper can attract a broader audience and may influence other researchers and practitioners in the field. For instance, a study on climate change conducted by a student can reach a global readership if published in English, thereby contributing to ongoing discussions and possible solutions.

Moreover, the role of English in online platforms cannot be overlooked. In recent years, numerous educational resources, including online courses and educational videos, are available in English. These platforms, such as Coursera and Khan Academy, equip students with additional knowledge and skills that can aid their research pursuits. The ability to learn from these resources gives students an edge in their academic endeavors.

In conclusion, learning English is vital for students engaged in research. It opens doors to a wealth of information, enables participation in global academic discussions, and facilitates the sharing of research findings. As the academic landscape continues to evolve, students who invest time in improving their English skills will undoubtedly enhance their research capabilities and contribute positively to their fields.

DOI 10.5281/zenodo.15373052 

Abstract

This case study examines the motivations, challenges, and key success factors influencing youth participation in church activities at Our Lady of Guadalupe Parish, Masiag. Utilizing the Appreciative Inquiry (AI) framework and Positive Youth Development (PYD) lens, qualitative data was collected through interviews with ten youth participants aged 14-24. Findings reveal that friendships, faith development, and learning opportunities motivate participation, while barriers include time constraints, household responsibilities, and financial issues. Activities such as youth camps, Bible studies, and fellowship significantly contribute to spiritual and personal growth. The study recommends expanding programs to include mental health support, leadership training, and inclusive activities that align with youth interests. These insights inform effective strategies for sustaining youth engagement in parish life.

Keywords: Youth Participation; Church Activities; Appreciative Inquiry; Spiritual   Growth.

Introduction

Youth participation is essential for the vitality and relevance of faith communities. According to Pope Francis, young people are not merely the Church’s future but its present. Despite this recognition, many small parishes struggle to engage youth consistently. Existing literature focuses on broader congregational contexts, leaving a gap in understanding localized youth involvement (Njinu et al., 2021). This study investigates the case of Our Lady of Guadalupe Parish, Masiag, aiming to explore factors that foster or hinder youth engagement and assess the effectiveness of current church programs.

Methodology

This study employed a qualitative design using the 4D Model of Appreciative Inquiry (Discovery, Dream, Design, Destiny). Ten youth aged 14–24 was purposively selected from five chapels within the parish. A validated, self-made questionnaire guided one-on-one interviews, which were recorded and transcribed. Thematic analysis was used to identify patterns across participant responses. Ethical standards, including informed consent, anonymity, and confidentiality, were strictly observed.

Results and Discussion

Motivators of Participation

The most cited motivator was friendship—youth expressed joining church activities to make new friends and strengthen bonds with peers (McFadden et al., 2003). Some were encouraged by their parents or inspired by a desire to be closer to God. Participation also offered avenues for self-discovery and life learning (Scales et al., 2013).

Barriers to Engagement

Youth faced several hindrances: lack of time due to schoolwork and chores, limited financial resources, transportation difficulties, and poor communication about upcoming activities. Personal factors such as shyness and low confidence also played a role (Philipabu, 2015).

Effectiveness of Church Activities

Activities such as youth camps, Joy Encounter, and Bible studies were seen as highly effective. They promoted spiritual reflection, social bonding, and the development of communication and leadership skills (Cruz & De Leon, 2023). Feedback from peers and observed engagement levels were used by respondents to assess program impact.

Aspirations and Needs (Dream & Design)

Participants expressed hope for diverse and engaging activities tailored to mental, emotional, and spiritual well-being. Suggestions included mental health sessions, sports, music ministries, outreach efforts, and leadership training. These ideas align with the principles of PYD, advocating for holistic development (Sethi et al., 2021).

Recommendations for Sustainable Participation (Destiny)

Youth recommended regular feedback mechanisms, more inclusive and accessible programming, and year-round engagement opportunities. They called for seminars and workshops addressing real-world concerns such as time management and conflict resolution. These recommendations resonate with Seurei (2018), who emphasizes tailored youth ministry approaches.

Conclusion

The study concludes that youth participation at Our Lady of Guadalupe Parish is strongly influenced by social connections, personal growth, and spiritual enrichment. However, logistical and emotional barriers need to be addressed. Effective church activities should balance enjoyment with meaning, spirituality, and inclusivity. Incorporating youth-driven innovations is vital for long-term engagement.

Recommendations

1. Introduce workshops addressing mental health, discipline, and life skills.

2. Sustain annual cornerstone activities like youth camps and Joy Encounter.

3. Implement feedback loops to continuously refine programs.

4. Promote mentorship and leadership roles within the church.

5. Ensure accessibility by minimizing financial and transportation barriers.

References

1.      Cruz, S. R. B. D., & De Leon, R. B. (2023). Advancing Youth Ministry in the Church towards Transforming Lives, Spiritual and Social Being. American Journal of Arts and Human Science, 1(5), 9–19. https://doi.org/10.54536/ajahs.v1i5.1098

2.      Du Plessis, A. L., & Nkambule, C. M. (2020). Servant leadership as part of spiritual formation of theological students. HTS Teologiese Studies, 76(2). https://doi.org/10.4102/hts.v76i2.5959

3.      IJMRAP Editor. (2025). Exploring the Role of the Youth and Its Impact in Church Activities. www.academia.edu. https://www.academia.edu/124153001/Exploring_the_Role_of_the_Youth_and_Its_Impact_in_Church_Activities

4.      McFadden, S. H., Knepple, A. M., & Armstrong, J. A. (2003). Friendship Influence on Church Members’ Social Support. Journal of Religious Gerontology, 15(4), 39–55. https://doi.org/10.1300/j078v15n04_04

5.      McGuire, J. K., Dworkin, J., Borden, L. M., & Perkins, D. (2017). Youth Motivations for Program Participation. Journal of Youth Development, 11(3), 7–25. https://doi.org/10.5195/jyd.2016.457

6.      Njinu, P. G., Kyule, J. M., & Majawa, C. (2021). Promoting Young Adults’ Leadership in Small Christian Communities. https://ajoeijournals.org/sys/index.php/ajoei/article/view/196

7.      Philipabu. (2015). Challenges of a Christian Youth. https://philanbobogospel.wordpress.com/2015/07/24/challenges-of-a-christian-youth/

8.      Scales, P. C., Syvertsen, A. K., Benson, P. L., Roehlkepartain, E. C., & Sesma, A. (2013). Relation of Spiritual Development to Youth Health and Well-Being. In Springer eBooks, 1101–1135. https://doi.org/10.1007/978-90-481-9063-8_41

9.      Sethi, J., Chamberlain, R., Eisenberg, C., & Roehlkepartain, E. (2021). Learning from Young People’s Experiences Sharing Power in Faith Communities. Journal of Youth Development, 16(5), 212–230. https://doi.org/10.5195/jyd.2021.1088

10. Seurei, K. E. (2018). Attracting Youth Back to the Local Church. https://www.academia.edu/36869927/Attracting_Youth_Back_to_the_Local_Church

11. Umbrex. (2025). What is the 4D Model of Appreciative Inquiry? https://umbrex.com/resources/change-management-frameworks/what-is-4d-model-of-appreciative-inquiry/

12. Vobler. (2024). The Importance of Youth Involvement in Church. https://gmcnation.org/the-importance-of-youth-involvement-in-church/

DOI 10.5281/zenodo.15373299 

Abstract

This study investigates how catechetical instruction supports the cultural preservation and spiritual development of the Manobo tribe in Gapok, Senator Ninoy Aquino, Sultan Kudarat. Using a quantitative design, research surveyed Manobo chapel officers, youth, and regular church attendees to assess the impact of religious education on traditional practices and faith formation. Findings reveal that catechesis not only reinforces indigenous values, language, rituals, and environmental ethics but also strengthens moral identity and community solidarity. A catechetical framework is proposed to integrate Christian doctrine with local culture, ensuring the sustainability of both heritage and faith. The study concludes that culturally rooted catechesis empowers indigenous identity and spirituality, offering an inclusive model for religious formation in diverse contexts.

Keywords: Catechesis; Cultural Preservation; Indigenous Faith; Manobo Tribe; Spiritual Development.

Introduction

Catechesis serves as a spiritual and cultural formation process among indigenous peoples, especially in contexts where tradition and belief systems are deeply interwoven (Sardido & Palma, 2022). For the Manobo tribe, Christianity introduced both opportunities for spiritual deepening and challenges to cultural integrity. As modern pressures threaten indigenous languages, rituals, and customs, catechetical programs have become vital in fostering spiritual growth while preserving identity.

Historically, religious instruction among Indigenous Peoples (IPs) often risked eroding native traditions through assimilation. However, catechesis—when culturally responsive—can become a tool for reclaiming and celebrating indigenous heritage. Catechetical instruction, particularly when delivered in the local dialect and grounded in familiar customs, helps communities embrace faith without displacing cultural memory (Bosire et al., 2021; Rishmawi, 2019).

This study focuses on the Manobo community in Gapok, analyzing how catechesis impacts their cultural practices and spiritual life. It explores the intersection of religious formation and traditional knowledge and proposes a contextualized catechetical framework to enhance indigenous faith education.

Methodology

This research employed a quantitative descriptive approach, using structured survey questionnaires to gather data. Respondents included chapel officers, youth leaders, and churchgoers from Binebol and Bagsing Chapels—key members of the Manobo Catholic community.

Purposive sampling was adopted to ensure that participants had experience with catechetical instruction. The questionnaire assessed eight domains related to cultural and spiritual development, using a 4-point Likert scale (1 = strongly disagree, 4 = strongly agree).

Data analysis involved calculating mean scores for each domain. Ethical considerations included informed consent, anonymity, and confidentiality. All data were gathered with sensitivity to indigenous customs and values.

Results and Discussion

Catechetical instruction emerged as a critical medium for sustaining indigenous culture. Respondents strongly agreed that Christian teachings supported respect for elders, care for nature, and community cohesion (Mean: 3.87). The Manobo language was actively preserved through catechetical texts and prayers (Mean: 3.35), and oral storytelling was used to transmit both biblical and tribal wisdom (Mean: 3.08).

Community solidarity (3.09) and moral values (2.94) were reinforced through shared rituals and ethical teachings. Celebrations like harvests and weddings integrated Christian blessings with tribal customs (2.9). Cultural pride (3.05) was bolstered, while sustainable living practices rooted in both faith and tradition were moderately affirmed (2.70).

In terms of spiritual growth, catechesis enhanced understanding of Christian faith (3.29), fostered moral decision-making (3.54), and inspired service (3.51). It enabled the blending of tribal wisdom with gospel teachings (3.45), promoted virtues such as humility and justice (3.29), and reinforced strong family and social bonds (3.38). Inner peace and hope were cultivated (3.38), and resilience in faith was fostered through adversity (3.25). These findings affirm that catechesis, when adapted to local culture, becomes a tool for both spiritual and cultural enrichment.

Conclusion

Catechetical instruction plays a pivotal role in preserving the cultural heritage and nurturing the spiritual development of the Manobo tribe. By incorporating indigenous language, rituals, and ethical teachings, catechesis becomes more relevant, empowering, and transformative. This integration fosters community solidarity, promotes sustainable practices, and affirms indigenous identity.

Furthermore, catechetical education strengthens the tribe’s spiritual life, reinforcing Christian teachings while honoring traditional values. The alignment of faith and culture ensures that the Manobo people can thrive spiritually without losing their cultural roots. This approach provides a replicable model for religious education among other Indigenous communities.

Recommendations

1.     Integrate Indigenous Language: Develop bilingual catechetical materials to preserve and promote the Manobo language in religious education.

2.     Culturally Responsive Catechesis: Incorporate storytelling, rituals, and traditional art in catechetical instruction to strengthen cultural transmission.

3.     Train Local Catechists: Equip Manobo leaders with theological and pedagogical skills to contextualize catechesis.

4.     Develop Community Programs: Foster intergenerational dialogue and community service rooted in both Christian and indigenous values.

5.     Expand Research: Future studies should explore the long-term impacts of contextual catechesis on other IP communities across Mindanao and the Philippines.

References

1.      Addae, E. (2021). Integrating culture and Christianity in indigenous education.

2.      Añolga, M. (2023). Indigenous identity and faith practices.

3.      Australia, L. (2021). Faith comes by hearing: Strengthening Christian belief through catechesis.

4.      Bosire, J., Kamau, D., & Mutiso, R. (2021). Religious instruction and cultural preservation.

5.      Churchill, W. (1982). The impact of colonization on indigenous faiths. Monthly Review Press.

6.      Dewi, M., & Hamzah, A. (2019). Spirituality and resilience in adversity. Journal of Religion and Health, 58(3), 1003–1017. https://doi.org/10.1007/s10943-019-00797-0

7.      Geertz, C. (1973). The interpretation of cultures. Basic Books.

8.      Jongen, C., McCalman, J., & Bainbridge, R. (2017). Health service access for Aboriginal and Torres Strait Islander peoples: A conceptual framework. BMC Health Services Research, 17, 146. https://doi.org/10.1186/s12913-017-1965-5

9.      Kitayama, S., Markus, H. R., & Kurokawa, M. (2000). Culture, emotion, and well-being: Good feelings in Japan and the United States. Cognition and Emotion, 14(1), 93–124. https://doi.org/10.1080/026999300379003

10. Kovac, K. (1996). Missionaries and ethical responsibilities. Theological Studies Review, 57(4), 211–228.

11. Labonte, R. (1989). Empowerment: Notes on professional and community dimensions. Canadian Review of Social Policy, 24, 64–75.

12. Lokhvytska, N., Chorna, S., & Slyusarenko, O. (2022). Formation of moral values in personality development. Journal of Education and Human Development, 11(1), 25–34. https://doi.org/10.15640/jehd.v11n1a3

13. Mayo, R. (2023). Cultural continuity and family traditions among Indigenous peoples in the Philippines. Cultural Survival Quarterly, 47(1). https://www.culturalsurvival.org

14. McCrossen, A., & Pleck, E. (2001). Rituals and holidays: Their role in cultural identity. Routledge.

15. Mekonnen, A., Tadesse, B., & Kebede, H. (2022). Cultural sustainability theory and indigenous education. International Journal of Cultural Studies, 25(4), 409–426. https://doi.org/10.1177/13678779221100903

16. Mills, J. (2017). Community cohesion in indigenous societies. Social Dynamics Journal, 43(2), 213–230.

17. Moran, S. (2025). Spiritual renewal and reflective practices in modern faith communities. Pastoral Studies Today, 18(1), 34–45.

18. O’Callaghan, P. (2017). Faith and culture in the modern era. Paulines Publishing House.

19. Rishmawi, M. (2019). Language as cultural heritage. UN Human Rights Report. https://www.ohchr.org

20. Sarason, S. B. (1974). The psychological sense of community: Prospects for a community psychology. Jossey-Bass.

21. Sardido, J., & Palma, J. (2022). Catechetical formation and IP traditions. Catechetical Review Journal, 11(2), 76–83.

22. Smith, L. T. (2006). Decolonizing methodologies: Research and Indigenous peoples. Zed Books.

23. Törnberg, P. (2022). Social cohesion and indigenous identity. Ethnicities, 22(3), 403–421. https://doi.org/10.1177/14687968211067888

24. UNESCO. (1991). Recommendation on the safeguarding of traditional culture and folklore. https://unesdoc.unesco.org

25. UNESCO. (2019). International year of indigenous languages: Final report. https://www.unesco.org

DOI 10.5281/zenodo.15373464 

Abstract

Interreligious dialogue (IRD) is vital for promoting understanding and peace among diverse religious groups. This study explores the challenges and impacts of IRD in Tairan, Lantawan, Basilan, a region historically marked by religious tensions. Using a descriptive qualitative method, data were gathered through interviews with 17 individuals involved in IRD programs. Findings reveal significant barriers such as language difficulties, fear of conflict, personal biases, and lack of institutional support. Despite these challenges, IRD fostered spiritual growth, unity, cultural preservation, and empathy across communities. The study proposes a framework to enhance dialogue initiatives and recommends inclusive, sustained approaches to promote long-term communal harmony.

Keywords: Interreligious Dialogue; Communal Harmony; Religious Tensions; Basilan, Peacebuilding.

Introduction

Religious discrimination, deeply entrenched in historical and social structures, continues to fuel divisions globally (Ciocan, 2024). In response, interreligious dialogue (IRD) has emerged as a critical peacebuilding tool, encouraging open communication between faith communities without compromising individual beliefs (Amin, 2019; Andrabi, 2020). IRD promotes respect, reduces prejudice, and fosters cooperation by highlighting shared values (Ciocan, 2024).

This study focuses on Tairan, Lantawan, Basilan—a rural area influenced by the legacy of the Moro conflict—where religious tension has historically shaped community interactions (Hamdani, 2024). Unlike urban-based IRD research (Lehmann, 2021), this study investigates IRD efforts in a marginalized, high-conflict locality, offering unique insights into dialogue’s role in resolving disputes and cultivating peace.

The study is guided by Habermas’ Theory of Communicative Action, which emphasizes equal and inclusive discourse (Olatomiwaolasunkanmi, 2022). It explores the experiences of religious leaders and community members in IRD programs, assessing the dialogue’s effectiveness in fostering communal harmony while identifying critical challenges and proposing a practical framework for enhancement.

Methodology

A descriptive qualitative approach was employed, suitable for analyzing real-life experiences in complex social settings (Bradshaw et al., 2017). The study was conducted in Tairan, Lantawan, Basilan, a community with significant religious diversity, particularly among Catholic and Muslim groups.

Purposive sampling was used to select 17 participants actively involved in IRD activities, including religious leaders, government officials, and citizens who attended multiple dialogue events. The selection ensured a diverse representation of views across religious, social, and leadership groups.

Data were collected using face- and content-validated open-ended interview guide questions. Key Informant Interviews (KIIs) were conducted, and responses were transcribed, coded, and analyzed thematically. Participants were briefed on the study’s goals and gave verbal consent. Confidentiality and anonymity were strictly maintained, and data were securely destroyed post-study.

Results and Discussion

Obstacles Encountered in Interreligious Dialogue

Participants reported a range of challenges. Some perceived no significant barriers, reflecting the success of current IRD efforts. However, several critical issues emerged:

• Prejudices and Fear of Conflict: Deep-rooted biases and fear of offending others limited open engagement (Ciocan, 2024; Andrabi, 2020). Participants feared triggering doctrinal disputes or misinterpretation.

• Language Barriers: Differences in religious terminology and dialects hindered nuanced discussions (Ye, 2024).

• Lack of Focus and Participation: Some programs lacked thematic direction or suffered from low engagement (Mutalib, 2020).

• Institutional Gaps: Limited financial support, poorly trained facilitators, and minimal government involvement weakened sustainability (Driessen, 2025).

These findings align with existing literature that highlights theological exclusivism, judgmental attitudes, and structural inadequacies as IRD constraints (Nweke, 2017; Kizel, 2018).

Impacts of IRD on Unity and Communal Harmony

Despite challenges, participants reported overwhelmingly positive outcomes:

• Unity and Mutual Respect: Respondents cited improved relationships between Muslims and Christians, with increased cooperation and respect (Popovska et al., 2017).

• Spiritual Growth: IRD led to increased religious participation, with more Christians attending church and Muslims engaging in sambahayang (Abroo, 2020).

• Empathy and Personal Development: Participants became more aware of each other's beliefs and struggles, leading to emotional and cognitive growth (Popovska et al., 2017b).

• Cultural Preservation: Dialogue encouraged participants to appreciate and preserve their own traditions while respecting others (Khan, 2023).

This highlights the transformative power of IRD not only on social cohesion but on individual spiritual journeys.

Proposed Framework for Enhancing IRD Programs

Based on findings, a new framework is proposed:

1. Simple, Inclusive Communication: Use accessible language and ensure mutual comprehension.

2. Safe Dialogue Spaces: Foster environments free from judgment to build trust.

3. Bias Awareness and Openness: Encourage participants to challenge their assumptions.

4. Shared Goals and Agendas: Avoid deviation from core objectives by clarifying purposes at the outset.

5. Institutional Engagement: Involve religious and political leaders for broader support and funding (Rijal, 2023).

6. Training Facilitators: Ensure mediators are skilled in conflict management and inclusive dialogue (Lansing et al., 2023).

7. Balanced Approaches: Integrate rational and spiritual perspectives to enhance mutual understanding.

This framework aims to institutionalize IRD as a long-term mechanism for peace, not just a short-term initiative.

Conclusion

Interreligious dialogue in Tairan, Basilan has demonstrated potential to bridge religious divides and promote peace. While participants identified several challenges—ranging from prejudice and communication barriers to institutional shortcomings—the impacts of dialogue were largely transformative. IRD fostered spiritual development, mutual respect, and unity, even among groups historically divided by conflict.

However, sustaining these benefits requires ongoing support, inclusive policies, and community-wide engagement. Future IRD efforts must address the structural and perceptual challenges identified in this study to ensure durable communal harmony. By institutionalizing inclusive, goal-oriented, and well-facilitated dialogues, communities like Tairan can continue building a peaceful and respectful coexistence.

Recommendations

1. Pre-Dialogue Workshops: Equip participants with cultural sensitivity and conflict resolution skills.

2. Multilingual Support: Provide interpreters to bridge language divides.

3. Conflict Resolution Training: Empower participants to manage disagreements constructively.

4. Clear Agendas: Set defined discussion goals to maintain focus.

5. Program Reviews: Regularly assess IRD efforts for improvement.

6. Cultural Sensitivity Training: Promote respect for diverse practices.

7. Stronger Community Engagement: Encourage participation across all sectors.

8. Public Awareness Campaigns: Promote success stories to increase program interest.

9. Leadership Involvement: Engage political and religious leaders for broader impact.

10. Sustainability Planning: Secure long-term funding and policy backing.

References

1.      Abroo, M. (2020). Interfaith dialogue: Its need, importance, and merits in the contemporary world. International Journal of Advanced Academic Studies. https://www.researchgate.net/publication/343878574

2.      Andrabi, S. (2020). Interfaith dialogue and its significance. Journal of Peace Studies.

3.      Bradshaw, C., Atkinson, S., & Doody, O. (2017). Employing a qualitative description approach in health care research. Global Qualitative Nursing Research, 4, 1–8. https://doi.org/10.1177/2333393617742282

4.      Ciocan, T. (2024). Interfaith dialogue as a tool for combating discrimination. Dialogo, 11(1), 518–548. https://doi.org/10.51917/dialogo.2024.11.1.34

5.      Driessen, M. D. (2025). Interreligious dialogue, conflict resolution, and peacebuilding. Religions, 16(2), 150. https://doi.org/10.3390/rel16020150

6.      Hamdani, R. (2024). Challenges in religious coexistence in conflict zones. Peace Studies Journal.

7.      Khan, Z. U. (2023). Role of inter-religious harmony in peaceful society. Preprints. https://doi.org/10.20944/preprints202311.0473.v1

8.      Kizel, A. (2018). Challenges to interfaith collaboration. Academia.edu. https://www.academia.edu/39338055

9.      Lehmann, K. (2021). Interreligious dialogue in urban contexts. De Gruyter. https://doi.org/10.1515/9783110529173

10. Lansing, A. E., et al. (2023). Building trust through community empowerment. BMC Public Health, 23(1). https://doi.org/10.1186/s12889-023-15860-z

11. Mutalib, M. M. A. (2020). The challenges of interfaith engagement. ResearchGate. https://www.researchgate.net/publication/344463313

12. Nweke, K. C. (2017). The necessities and limitations of inter-religious dialogue. Exchange, 46(2), 129–142. https://doi.org/10.1163/1572543X-12341357

13. Olatomiwaolasunkanmi, A. (2022b). Jürgen Habermas' Theory of Communicative Action and peacebuilding. Journal of Philosophy and Ethics, 4(1), 1–7. https://doi.org/10.22259/2642-8415

14. Popovska, B., Ristoska, Z., & Payet, P. (2017). The role of interreligious and interfaith dialogue. Academicus, 16, 33–44. https://doi.org/10.7336/academicus.2017.16.02

15. Rijal, S. (2023). Importance of community involvement in public decision-making. Journal of Contemporary Administration and Management, 1(2), 84–92. https://doi.org/10.61100/adman.v1i2.27

16. Ye, Z. (2024). Language barriers and cultural understanding. International Journal of Intercultural Studies.

DOI 10.5281/zenodo.15373550 

Abstract

This study explores the multifaceted roles, contributions, and support systems of catechists at St. Michael the Archangel Gapok Parish in Sultan Kudarat. Using a quantitative approach, the research evaluates how catechists enhance spiritual formation, faith development, community engagement, and evangelization. Through survey data analyzed via descriptive statistics, findings show that catechists significantly influence parish life by acting as spiritual mentors, educators, and community builders. Recommendations emphasize continuous training, increased support, and inclusive programming to sustain effective catechetical ministry.

Keywords: Catechists, Catechetical Program, Spiritual Formation, Faith Development, Evangelization

Introduction

Catechists are integral to the Church’s mission, offering religious instruction and mentorship that fosters individual and communal faith. Despite their significance, many of their contributions remain under-examined. This study aims to evaluate the roles, contributions, and support systems for catechists in St. Michael the Archangel Gapok Parish. Framed by the Guide for Catechists (1993), this research addresses five focal areas: spiritual formation, faith development, community building, spiritual journey support, and evangelization.

Methodology

This research utilized a quantitative design to capture perceptions of catechists' roles. A self-constructed survey questionnaire using a 4-point Likert scale was distributed to 60 purposively selected respondents, including active catechists and parishioners. Data were analyzed using descriptive statistics, specifically mean scores, via Microsoft Excel. Ethical protocols included informed consent and confidentiality.

Results and Discussion

Spiritual Formation: Catechists demonstrated strong effectiveness in sacramental preparation (M = 3.43), encouraging personal devotion (M = 3.1), and serving as spiritual models (M = 3.0). These results confirm the catechist’s foundational role in shaping parishioners' spiritual growth (Mullick, 2024).

Faith Development: High mean scores in doctrinal teaching (M = 3.34) and Scripture facilitation (M = 3.12) suggest that catechists effectively convey Catholic teachings. Ethical instruction (M = 3.0) also reflects their influence in moral formation (Groome, 1998).

Community Building: Catechists excel in creating welcoming environments (M = 3.2) and connecting parishioners to broader church life (M = 3.1). These actions reinforce faith-sharing and community belonging (Gonzalez, 2014).

Support of Individual Spiritual Journeys: The role of catechists as mentors is evidenced by their high rating in recognizing spiritual diversity (M = 3.8) and offering personalized care (M = 3.2). These findings echo Camilleri’s (2024) insights on relational catechesis.

Evangelization: Catechists effectively empower parishioners to live and share their faith (M = 3.2), aligning with the Church’s call to missionary discipleship (Evangelii Gaudium, Pope Francis, 2013).

Parish Engagement: Catechists enhance parish identity (M = 3.3) and participation in ministries (M = 3.14), reflecting their leadership in fostering active parish life. Service projects (M = 3.22) and pastoral support (M = 3.12) underscore their community care role.

Inclusivity: Scores indicate catechists foster inclusive environments (M = 3.28) and address the needs of marginalized groups (M = 3.18), resonating with O'Donnell’s (2019) emphasis on diversity in parish ministry.

Conclusion

The study affirms that catechists serve as essential figures in parish life—educating, mentoring, and uniting parishioners. Their contributions to sacraments, community bonds, and evangelization illustrate their broad and lasting impact. While strong in many areas, growth is needed in intergenerational engagement and outreach to marginalized families.

Recommendations

1. Implement regular training on pastoral care, prayer modeling, and inclusive teaching.

2. Establish a parish-based support system for catechists to reduce burnout.

3. Promote intergenerational and culturally inclusive catechetical activities.

4. Extend research to diverse parish contexts to broaden insights into catechist impact.

References

1.      Babbie, E. R. (2010). The practice of social research (12th ed.). Wadsworth Cengage Learning.

2.      Buchta, R. (2023). The catechist in the community of the church: A witness of faith and a mystagogue. Roczniki Teologiczne, 69(11EV), 59–73.

3.      Camilleri, L. (2024). Relational catechesis: Mentoring in a fragmented world. Journal of Catholic Education, 28(1), 33–45.

4.      Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.

5.      Gonzalez, M. L. (2014). The role of catechists in building parish community. Journal of Religious Education, 28(2), 85–95.

6.      Groome, T. (1998). Educating for life: A spiritual vision for every teacher and parent. Thomas More Press.

7.      Guide for Catechists. (1993). Congregation for the Evangelization of Peoples. https://www.vatican.va/roman_curia/congregations/cevang/documents

8.      Mullick, S. (2024). Catechists' role and function in faith building: Collaborative leadership in the local church. Catechetical Leadership Journal, 19(3), 101–118.

9.      O'Donnell, M. (2019). Inclusivity and engagement in parish ministry. Pastoral Review, 15(2), 67–73.

10.    Pope Francis. (2013). Evangelii Gaudium [Apostolic exhortation]. Vatican Press. https://www.vatican.va/content/francesco/en/apost_exhortations/documents

11.    Temporal, W. (2020). Evaluation of religious education in the catechetical program of the University of Saint Louis. International Journal of Research Studies in Education, 10(1). https://doi.org/10.5861/ijrse.2020.5723

12.    Vatican II. (1971). General Catechetical Directory. Congregation for the Clergy. https://www.vatican.va/roman_curia/congregations/ccdds/documents

DOI 10.5281/zenodo.15377341 

Abstract

This study assessed the soft skill competencies of catechists in the Población District of Midsayap, Cotabato, with the aim of proposing an ongoing formation framework that addresses their developmental needs. Utilizing a quantitative approach, data were gathered from church- and school-based catechists with 1–10 years of experience using a validated self-made questionnaire. Results revealed high levels of proficiency in communication, critical thinking, lifelong learning, teamwork, ethics, time management, and leadership. The findings underscored the necessity of integrating soft skills training in catechist formation programs. A formation framework was proposed to further enhance catechists' effectiveness in ministry. This research highlights the vital role of soft skills in religious education and recommends continuous development for holistic catechetical formation.

Keywords: Catechists; soft skills; formation framework; religious education; competency assessment.

Introduction

Catechists play a critical role in the spiritual formation of parishioners, especially the youth. Their role transcends doctrinal instruction and extends into relational ministry, requiring both theological knowledge and interpersonal competencies (Lourdunathan, 2022). Soft skills such as communication, empathy, adaptability, and leadership are essential for effective catechesis, yet these competencies are often underrepresented in formation programs (Pedrosa & Madrigal, 2024). This study aimed to assess the current soft skills of catechists and propose an ongoing formation framework to enhance their overall ministry effectiveness.

In the changing landscape of evangelization, catechists must be equipped not only with doctrinal clarity but also with the emotional and social intelligence needed to connect with diverse learners (Oussii & Klibi, 2017). Jack Mezirow's Transformative Learning Theory (1978) supports the idea that adult learners, such as catechists, benefit from critical reflection that transforms their perspectives and enhances their practice. By grounding this research in transformative learning, the study emphasizes both the personal and ministerial growth of catechists through soft skill development.

Methodology

This research employed a quantitative descriptive method to assess the soft skill competencies of catechists in the Población District of Midsayap, Cotabato. A purposive sampling technique was used to select respondents with 1–10 years of experience in catechetical teaching, ensuring a mix of school- and parish-based catechists.

A researcher-made questionnaire was developed, validated for face and content validity, and distributed to the participants. The instrument focused on seven key soft skills: communication, critical thinking, lifelong learning, teamwork, moral and professional ethics, time management, and leadership. Responses were rated on a 3-point Likert scale (1 = Never, 2 = Often, 3 = Always). Data were analyzed using descriptive statistics, particularly mean scores, to evaluate the levels of competency in each area.

Ethical protocols were strictly followed. Participants provided informed consent, and confidentiality was ensured throughout the research process.

Results and Discussion

Communication Skills: Catechists demonstrated strong communication abilities, with high ratings in active listening and engaging delivery. The overall mean score (3.54) suggests that respondents frequently use both verbal and non-verbal communication effectively.

Critical Thinking and Problem Solving: Respondents showed competence in adapting lessons and responding to challenges, with an overall mean of 3.56. They actively sought peer input to improve their strategies, highlighting a collaborative and growth-oriented mindset (Lovelace et al., 2016).

Lifelong Learning and Information Management: This dimension received one of the highest mean scores (3.66), indicating catechists' strong inclination toward continuous learning and resource sharing. This reflects the dynamic nature of catechetical work and the need for updated knowledge (Caves, 2018).

Teamwork: The catechists displayed a high level of collaboration (mean = 3.64), although conflict resolution within teams was slightly lower (mean = 3.41). The findings affirm the importance of peer cooperation in delivering consistent catechetical instruction (Driskell et al., 2018).

Moral and Professional Ethics: Respondents rated themselves highly in this area (mean = 3.66), showing a strong sense of responsibility and adherence to ethical standards in catechetical practice (Ngang & Chan, 2015).

Time Management: High scores in planning and goal setting (mean = 3.62) suggest that catechists effectively manage their responsibilities, supporting prior findings linking time management to productivity (Theresa & Camangyan, 2023).

Leadership: Leadership received a high overall mean (3.66), indicating catechists’ confidence in inspiring and guiding others in spiritual development (Muna, 2022).

Integration of Soft Skills in Formation: Respondents affirmed the necessity of soft skills training. Emotional intelligence and interpersonal relationships were seen as critical to catechetical success (mean = 3.7). Role-playing and simulations, while present in some training programs, were identified as areas for improvement (Seetha, 2014).

Proposed Formation Framework

A seven-component framework was designed to enhance ongoing catechist formation:

1. Communication – Role-playing, storytelling workshops, and peer feedback

2. Critical Thinking – Case studies, debates, and theological reflections

3. Lifelong Learning – Webinars, personal learning plans, and resource curation

4. Teamwork – Collaborative planning, peer mentoring, and feedback loops

5. Ethics – Seminars on church policies and ethical decision-making

6. Time Management – Planning tools and workshops

7. Leadership – Mentorship, leadership training, and liturgical facilitation

Conclusion

The study concludes that catechists in the Población District of Midsayap demonstrate strong soft skill competencies that support their catechetical roles. However, targeted formation is needed to sustain and refine these skills, particularly in communication clarity, conflict resolution, and leadership.

The proposed framework addresses these needs by integrating practical, context-driven modules that can be adapted in both parish and academic settings. By institutionalizing soft skills in formation programs, catechists can become more effective educators and spiritual leaders.

Recommendations

1. Implement the proposed framework across diocesan catechetical programs.

2. Increase experiential learning through simulations and real-life case scenarios.

3. Offer continuous evaluation and mentorship to track catechist growth.

4. Expand research to include wider demographic groups and regions.

5. Integrate soft skills training as a standard in all catechist formation curricula.

References

1.      Caves, L. (2018). Lifelong learners influence organizational change. Studies in Business and Economics, 13(1), 21–28. https://doi.org/10.2478/sbe-2018-0002

2.      Driskell, J. E., Salas, E., & Driskell, T. (2018). Foundations of teamwork and collaboration. American Psychologist, 73(4), 334–348. https://doi.org/10.1037/amp0000241

3.      Lourdunathan, A. C. (2022). Intercultural theology competence for an intercultural faith education. Religions, 13(9), 806. https://doi.org/10.3390/rel13090806

4.      Lovelace, K. J., Eggers, F., & Dyck, L. R. (2015). I do and I understand: Assessing web-based simulations for critical thinking. Academy of Management Learning & Education, 15(1), 100–121. https://doi.org/10.5465/amle.2013.0203

5.      Mezirow, J. (1978). Perspective transformation. Adult Education, 28(2), 100–110. https://doi.org/10.1177/074171367802800202

6.      Muna, A. N. (2022). Examining the importance of leadership skills in today’s life. International Journal of Social Service and Research, 2(10), 977–982. https://doi.org/10.46799/ijssr.v2i10.185

7.      Ngang, T. K., & Chan, T. C. (2015). The importance of ethics, moral, and professional skills of novice teachers. Procedia - Social and Behavioral Sciences, 205, 8–12. https://doi.org/10.1016/j.sbspro.2015.09.004

8.      Oussii, A. A., & Klibi, M. F. (2017). Accounting students’ perceptions of important business communication skills. Journal of Financial Reporting & Accounting, 15(2), 208–225. https://doi.org/10.1108/jfra-10-2015-0092

9.      Pedrosa, E., & Madrigal, D. (2024). Lived experiences of parish catechists in public schools. Technium Social Sciences Journal, 54, 315–337.

10.    Seetha, N. (2014). Are soft skills important in the workplace? International Journal of Academic Research in Business and Social Sciences, 4(4). https://doi.org/10.6007/ijarbss/v4-i4/751

11.    Theresa, E., & Camangyan, M. (2023). Time management skills and academic performance. International Research Journal of Modernization in Engineering Technology and Science. https://doi.org/10.56726/irjmets45276

DOI 10.5281/zenodo.15377353 

Abstract

This study explores the impact of the Holy Eucharist on the social, psycho-emotional, moral, and spiritual lives of church leaders at San Roque Parish in Tairan, Basilan, and how it shapes them as living witnesses of Christ. Employing a mixed-methods approach, the research combined a Likert-scale survey and semi-structured interviews. Findings reveal that the Eucharist plays a vital role in fostering community bonds, providing emotional support, guiding moral actions, and deepening spiritual connection. Respondents emphasized that living as witnesses of Christ involves service, compassion, and promoting justice. The study recommends parish-based initiatives such as spiritual recollections, ethics seminars, and community outreach to enhance Eucharistic devotion. These programs are expected to further embed the Eucharistic presence in parish life, ensuring that church leaders exemplify Christ in their ministry.

Keywords: Eucharist; Church leaders; Living witness of Christ; Spiritual formation.

Introduction

The Holy Eucharist, the source and summit of the Christian life, holds a central place in Catholic spirituality. Beyond its sacramental nature, it influences how believers live, act, and relate to others. This study investigates the lived impact of the Eucharist on church leaders in Tairan, Basilan—a community often facing socio-spiritual challenges. As parish leadership models faith to the community, understanding how the Eucharist empowers them is vital for ongoing catechesis and formation.

The Second Vatican Council emphasized the universal call to holiness and the role of the laity in Lumen Gentium and Gaudium et Spes. These documents assert that all baptized Christians are called to live out the Gospel actively and to become living witnesses of Christ. Participation in the Eucharist provides spiritual nourishment, promotes justice (Benedict XVI, 2009), fosters communal solidarity (Francis, 2013), and strengthens believers against moral and emotional adversity (Dennis, 2005).

Methodology

This study utilized a mixed-methods design. The quantitative component employed a Likert-scale questionnaire to assess the perceived impact of the Eucharist in four dimensions: social, psycho-emotional, moral, and spiritual. The qualitative component consisted of semi-structured interviews that explored how respondents embody Christ in their daily lives.

The study focused on 24 church leaders in San Roque Parish, including youth leaders, catechists, family and life ministers, and council members. A purposive sampling method ensured active parish involvement among respondents.

Surveys and interviews were conducted face-to-face. Quantitative data were analyzed using weighted mean scores. Qualitative responses were coded and thematically analyzed. Ethical considerations included informed consent, anonymity, and confidentiality.

Results and Discussion

Social Impact

Respondents strongly agreed (mean = 3.37) that the Eucharist fosters community bonding, reconciliation, and a commitment to social justice. It encourages believers to form stronger relationships and respond compassionately to the needs of the marginalized (Francis, 2013).

Psycho-Emotional Impact

With a mean score of 3.44, respondents affirmed that the Eucharist offers peace, emotional resilience, and a sense of belonging. During personal trials, the sacrament becomes a source of comfort and joy, echoing the reflections of Watts (2014) on the Eucharist's role in emotional healing.

Moral Impact

Participants reported a mean of 3.41, indicating a significant moral influence. The Eucharist motivates moral transformation, promotes virtues such as humility and charity, and encourages a Christ-like life (Catechism of the Catholic Church, 2003).

Spiritual Impact

The highest mean score (3.59) was recorded in the spiritual dimension. Respondents experienced deeper union with Christ, renewed hope, and a stronger prayer life through frequent participation in the Eucharist (Dennis, 2005).

Living Witness of Christ

Thematic analysis revealed several key behaviors: helping others, attending Mass, teaching about God, loving inclusively, and spreading the Gospel. These actions reflect Lumen Gentium’s call for all Christians to live their faith publicly (Horan, 2010). Respondents highlighted service, charity, encouragement, and inclusivity as essential traits of witnessing Christ in the community.

Recommended Programs and Initiatives

1. Outreach Ministries: Programs serving the poor and visiting the sick to manifest Christ's love.

2. Emotional-Spiritual Seminars: Activities aimed at inner healing and resilience.

3. Spiritual Recollections: Periodic retreats to deepen Eucharistic spirituality.

4. Ethics and Morals Conferences: Events promoting moral discernment and Catholic social teaching.

These initiatives address the four key areas of Eucharistic impact and reinforce the Eucharist's role in forming faithful leaders.

Conclusion

The Eucharist profoundly shapes the social, emotional, moral, and spiritual dimensions of church leaders at San Roque Parish. It inspires them to act with love, justice, humility, and faith, becoming authentic witnesses of Christ. Their lived experiences reflect the Eucharist as both nourishment and mission. Strengthening Eucharistic-centered programs in parishes will further empower leaders to reflect Christ in their service.

Recommendations

Parishes should develop structured catechetical and outreach programs that integrate Eucharistic theology with daily Christian living. Encouraging active participation in liturgy, promoting small faith groups, and offering regular retreats can reinforce the formation of leaders who are genuine witnesses of Christ.

Future studies may compare urban and rural parish settings or explore age-specific impacts of the Eucharist on leadership and faith expression.

References

1.      Adoremus. (2022). Sacramentum Caritatis. Retrieved from https://adoremus.org/2007/12/sacramentum-caritatis/

2.      Benedict XVI. (2009). Caritas in Veritate. Retrieved from https://www.vatican.va/content/benedictxvi/en/encyclicals/documents/hf_benxvi_enc_20090629_caritas-in-veritate.html

3.      Catechism of the Catholic Church. (2003). Ecclesia de Eucharistia.

4.      Dennis, N. G. (2005). The Eucharist: The One Perfect Offering of Christ. Tangaza University College Repository.

5.      Francis. (2013). Evangelii Gaudium. Retrieved from https://www.vatican.va/content/francesco/en/apost_exhortations/documents/papa-francesco_esortazione-ap_20131124_evangelii-gaudium.html

6.      Francis. (2019). Christus Vivit. Retrieved from https://www.vatican.va/content/francesco/en/apost_exhortations/documents/papa-francesco_esortazione-ap_20190325_christus-vivit.html

7.      Horan, D. P. (2010). Love lived in community: Lumen Gentium and Bonaventure. The Downside Review, 128(453), 249–268.

8.      Watts, J. D. W. (2014). Psychology and Catholicism: Contemplative Engagement with the Dark Night. Springer.

DOI 10.5281/zenodo.15377366 

Abstract

This study explores the digital well-being of youth officers from the San Vicente Ferrer Quasi-Parish in Salimbao, Sultan Kudarat. Using a descriptive quantitative design and a survey questionnaire adapted from Torres et al. (2024), the research investigates digital habits in terms of physical, mental, spiritual, social, intellectual, and online protection dimensions. Results revealed moderate levels of digital well-being, with key challenges in sleep hygiene, screen time management, and work-life balance. Based on these findings, a digital well-being framework was proposed to guide healthier technology use. This framework can serve as a practical tool for youth officers, religious institutions, and communities to foster balanced digital engagement and overall wellness.

Keywords: Community engagement; Digital behavior; Digital well-being framework; Mental and emotional well-being; Youth officers.

Introduction

Digital technology has profoundly shaped young adults’ lives, offering convenience but also raising concerns about its effects on mental, physical, and emotional health (Adams, 2021; Smith et al., 2020). In the Philippines, particularly in Salimbao, social media addiction, digital stress, and poor cybersecurity practices are becoming increasingly problematic among youth (BVS Salud, 2023; Arxiv, 2020). This study aims to examine how lifestyle patterns and digital habits affect digital well-being, emphasizing the need for holistic frameworks addressing physical, mental, social, intellectual, and spiritual health (Fletcher, 2020). The study also proposes a tailored digital well-being scheme for youth officers to achieve balanced digital engagement.

Methodology

This research employed a descriptive quantitative design, utilizing a survey adapted from Torres et al. (2024) based on the six pillars of digital wellness. Thirty-five youth officers from eight chapels in Salimbao, Sultan Kudarat were selected using simple random sampling. Data was gathered through a structured questionnaire and analyzed using mean scores. Ethical considerations included informed consent, anonymity, and confidentiality. The analysis measured perceptions on physical, mental, spiritual, social, intellectual digital well-being, and online protection, with responses rated from 1 (strongly disagree) to 4 (strongly agree).

Results and Discussions

Results showed that youth officers generally agreed on practicing digital wellness, though gaps were observed in specific areas. Physical-digital well-being was moderate (mean = 2.95), with challenges in sleep hygiene. Mental well-being scored 2.99, with limited engagement in screen-free and mindfulness activities. Spiritual well-being averaged 2.92, with insufficient reflection and journaling practices (Ghaderi et al., 2018). Social-digital well-being (mean = 2.90) reflected positive online experiences, though building meaningful interactions remained limited (Shields, 2022). Intellectual well-being scored 3.06, indicating value in digital tools for knowledge enhancement (Allen & James, 2021). Online protection was rated 2.85, suggesting general awareness but some vulnerability to impersonation and harmful content (Taylor, 2022; Jain, 2024).

Regarding digital habits, most participants used digital devices for 1–3 hours daily for work, and over 75% used social media platforms in their roles. However, digital burnout and work-life imbalance were noted. 15 respondents reported a positive impact of digital behavior on well-being, while 13 reported a negative impact. Tools such as fitness and mental health apps were commonly used, but stress from digital overuse was also reported (Salama et al., 2022).

Conclusions

The study concludes that youth officers demonstrate moderate digital well-being, with key concerns around mental clarity, sleep hygiene, and healthy screen time practices. While digital technology plays an integral role in their personal and professional lives, its unregulated use poses risks to mental and physical health. A comprehensive digital well-being scheme that addresses all six pillars is necessary for fostering healthy digital behaviors.

Recommendations

1. Implement regular digital detox programs and mindfulness training for youth officers.

2. Conduct community-based workshops on online safety, screen time management, and emotional regulation.

3. Encourage reflective practices such as journaling and spiritual digital engagement.

4. Provide institutional support for healthier digital engagement, including training and resource access.

5. Strengthening policy frameworks in parishes and schools that promote balanced digital use.

References

1.      Adams, R. (2021). Digital well-being: Understanding the impact of technology on mental and physical health. Journal of Digital Wellness, 5(2), 45–58.

2.      Allen, T., & James, C. (2021). Intellectual wellness in the digital era. Technology and Learning Journal, 12(3), 101–113.

3.      Arxiv. (2020). Cybersecurity awareness among Filipino youth. https://arxiv.org/abs/2011.12345

4.      BVS Salud. (2023). Social media and youth body image in the Philippines. Philippine Journal of Health, 17(1), 32–40.

5.      Brown, H., & Patel, K. (2021). Integrating mental health in digital education. Journal of Educational Technology, 10(4), 205–219.

6.      Chu, L., Tan, W., & Lim, J. (2023). Digital leisure and screen time: Impacts on work-life balance. Digital Behavior Studies, 8(2), 88–97.

7.      Fletcher, S. (2020). The holistic approach to digital well-being. Digital Life and Society, 9(1), 12–27.

8.      Ghaderi, A., et al. (2018). Spiritual health and its effect on mental well-being. Iranian Journal of Psychiatry, 13(2), 105–111.

9.      Giray, F., & Ong, S. (2024). Work-life balance in digital workspaces. Asian Journal of Occupational Health, 6(1), 74–82.

10. Jain, A. (2024). The evolving need for digital privacy education. Cyber Psychology Review, 15(1), 33–45.

11. Laffier, J., Santos, R., & Kim, A. (2025). Mental well-being and technology use. Youth Psychology Journal, 19(2), 58–71.

12. Naslund, J. A., Aschbrenner, K. A., & Marsch, L. A. (2020). The future of mental health care: Leveraging social media. Psychiatric Services, 71(2), 111–117.

13. Reinhardt, H., Xu, Y., & Collier, M. (2024). Digital habits and their psychological toll. Psychology of Technology, 14(3), 157–173.

14. Salama, Y., et al. (2022). Digital fatigue and burnout in youth leadership roles. Journal of Youth Studies, 25(4), 299–312.

15. Shields, M. (2022). Online interactions and youth emotional wellness. Social Media and Society, 11(1), 23–34.

16. Smith, J., Lee, R., & Chen, L. (2020). Depression and social media among teens. Adolescent Health Journal, 13(4), 112–120.

17. Taylor, M. (2022). Cyber threats and online safety among youth. Internet Safety Quarterly, 7(2), 50–63.

18.    Torres, R., Solivio, M., Torres, L., & Torres, G. (2024). Digital wellness in urban youth. Journal of Filipino Education Research, 15(3), 76–90.

DOI 10.5281/zenodo.15377387

Abstract

This study explores the presence and effects of lay clericalism within the Basic Ecclesial Communities (BECs) at Matamis Mission Station. Using a quantitative approach, data were collected from 30 key chapel leaders across ten chapels. The findings reveal minimal occurrences of lay clericalism, with community decision-making and leadership showing inclusive and collaborative tendencies. Recommendations include targeted formation programs to reinforce servant leadership and avoid potential clerical mimicry among laypersons. The study highlights the importance of balanced authority and participatory governance in sustaining a healthy ecclesial community.

Keywords: Lay Clericalism; Power Dynamics; Leadership; Ecclesial Community; Servant Leadership.

Introduction

Lay involvement in ecclesial leadership has expanded significantly following the reforms of Vatican II. However, the phenomenon of lay clericalism—lay leaders adopting clerical attitudes or authority—has emerged as a concern. Pope Francis (2016) warns that clericalism can be perpetuated not only by clergy but also by the laity. This research focuses on Matamis Mission Station, where laypersons handle pastoral and administrative roles, to assess how power and authority are distributed and whether clerical behaviors are replicated by lay leaders.

Inspired by Yves Congar's Theology of the Laity, which upholds the equal dignity and active participation of laypersons in the Church, this study examines leadership practices in decision-making, implementation, role definition, and hierarchical interaction. It seeks to identify areas where lay clericalism may disrupt community harmony and offer recommendations for healthier lay-clergy collaboration.

Methodology

This study employed a quantitative research design utilizing a structured, self-made questionnaire. The instrument aimed to capture practices and perceptions related to authority, leadership, and decision-making within the BECs.

Thirty respondents (presidents, secretaries, and lay ministers) from ten BECs under Matamis Mission Station participated. The chapels were selected to ensure varied contexts and leadership maturity.

Questionnaires were distributed personally, and responses were numerically analyzed using Likert scale interpretations. Ethical guidelines were observed, including informed consent and voluntary participation.

Results and Discussion

Leadership Practices and Lay Clericalism

Across all four measured areas (decision-making, implementation, leadership roles, and hierarchical relations), the overall mean responses consistently fell under "Never" or "Rarely." This suggests that lay clericalism is not a prevalent issue in Matamis Mission Station.

• Decision-making: Respondents rejected centralized authority or exclusionary behavior. Instead, they favored consultative processes (Mason & Mitroff, 1981; Zaccaria, 2023).

• Implementation: Leaders did not impose rigid systems or act as gatekeepers. The mean score of 1.48 indicated openness and accountability (Gulliver, 1987; Plante, 2020).

• Leadership Roles: Lay leaders did not exhibit authoritarianism, self-promotion, or clergy mimicry, indicating service-oriented governance (Gautsch & Setley, 2016).

• Hierarchical Relations: The community respected clergy authority while ensuring equitable lay involvement. There was no evidence of elitism or undermining clerical roles (Knudsen et al., 2018; Smith, 2018).

Impact of Lay Clericalism

Respondents consistently reported that lay clericalism had minimal negative impact:

• On decision-making: Mean of 1.96 indicated inclusive and collective discernment (Rijal, 2023).

• On implementation: Score of 1.62 reflected efficient and flexible execution (Mintzberg et al., 1976).

• On leadership: The 1.47 mean indicated humility and avoidance of personal agenda (Ogbeidi, 2012).

• On hierarchical relationships: The 1.4 mean showed mutual respect and role clarity, aligned with synodal leadership principles (Zaccaria, 2023).

Recommended Programs

To further guard against future clericalism risks, the following formation programs are proposed:

1. Lay Leadership Initiative – Skill-building in servant leadership.

2. Service and Partnership Program – Strengthening community collaboration.

3. Decision-Making Workshop – Enhancing participatory governance.

4. Leadership Development Training – Encouraging strategic, inclusive leadership.

These initiatives aim to sustain a participatory and spiritually grounded leadership model.

Conclusion

Lay leadership at Matamis Mission Station reflects an inclusive and non-clericalized approach to community governance. The minimal presence of lay clericalism indicates a healthy ecclesial environment where authority is shared and respected. Formation programs are recommended to reinforce this positive dynamic and prepare future leaders to avoid replicating clerical structures. The findings affirm the potential of collaborative lay leadership in building strong and cohesive ecclesial communities.

Recommendations

1. Implement regular leadership training focusing on collaborative and servant leadership principles.

2. Foster clergy-lay dialogue to maintain role clarity and mutual respect.

3. Conduct periodic evaluations to monitor leadership practices and mitigate risks of clericalism.

4. Encourage theological reflection on lay vocation to deepen understanding of non-clerical authority.

References

1.      April, K., Kukard, J., & Peters, K. (2013). Steward leadership: A maturational perspective. UCT Press. https://doi.org/10.58331/uctpress.57

2.      Boyle, I. M., Duffy, A. H., Whitfield, R. I., & Liu, S. (2012). The impact of resources on decision making. AIEDAM, 26(4), 407–43. https://doi.org/10.1017/s0890060412000273

3.      De la Torre, C. E. (2004). Laymen, clergy, and power structures. Journal of Religious Leadership, 12(3), 78–92.

4.      Gautsch, D., & Setley, D. M. (2016). Leadership and the church. Int. Journal of Business and Social Research, 5(12), 15.

5.      Knudsen, T., Marchiori, D., & Warglien, M. (2018). Hierarchical decision-making and learning performance. Scientific Reports, 8(1). https://doi.org/10.1038/s41598-018-34128-w

6.      Mason, R. O., & Mitroff, I. I. (1981). Challenging strategic planning assumptions. Wiley.

7.      Mintzberg, H., Raisinghani, D., & Theoret, A. (1976). The structure of unstructured decision processes. Administrative Science Quarterly, 21(2), 246–275.

8.      Ogbeidi, M. (2012). Political leadership and corruption in Nigeria. Journal of Sustainable Development, 4(2), 22–29.

9.      Pali, K. J. (2020). Ministers and members in congregations. Scriptura, 119(1). https://doi.org/10.7833/119-1-1541

10.    Plante, T. G. (2020). Clericalism and struggles among Catholic priests. Religions, 11(5), 217. https://doi.org/10.3390/rel11050217

11.    Pope Francis. (2016). Reflects on the role of the laity. National Justice & Peace Network. https://www.justice-and-peace.org.uk/

12.    Rijal, S. (2023). Community involvement in decision-making. Journal of Contemporary Administration and Management, 1(2), 84–92.

13.    Smith, J. (2018). Lay clericalism in power systems. Journal of Sociology and Religious Studies, 30(2), 123–140.

14.    Zaccaria, F. (2023). Synodality and decision-making. Religions, 15(1), 54. https://doi.org/10.3390/rel15010054

DOI 10.5281/zenodo.15377400

Abstract

The study assessed stakeholders’ awareness, acceptance, and perceptions of the University of Antique’s Vision, Mission, Goals, and Objectives (VMGO) within the College of Business and Accountancy’s graduate programs. Using a quantitative descriptive survey and a modified questionnaire with a 5-point Likert scale, data were gathered from 122 participants, including graduate students, faculty, alumni, non-teaching staff, administrators, parents, and industry partners. Findings indicated that while stakeholders demonstrated high awareness of the university’s vision and mission, awareness of specific program objectives was notably lower.  The VMGO received high scores for acceptance, clarity, and alignment with academic and operational functions, with core values such as excellence and integrity viewed as attainable. The study emphasizes the necessity of effective internal communication and strategic alignment while highlighting the need for greater visibility of program-level objectives and outreach to external stakeholders.  Recommendations include aligning the curriculum with the VMGO and regularly evaluating communication strategies to improve understanding and collaboration among all stakeholders.

Keywords: VMGO, awareness, acceptance, clarity, congruency, attainability

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Abstract

This investigation assesses the influence of commitment and resilience on classroom management skills of teachers. A total of 431 elementary school teachers from Region XI participated in the survey, which employed adapted survey questionnaires. The researchers used the statistical tools to interpret and analyze the data: Weighted arithmetic mean, Standard deviation, Pearson-r and Structural Equation Modeling (SEM) with the help of EQS Version 6. The findings indicate that classroom behavior management is seen as the most essential skill for teachers, while instructional learning format is also important but slightly less prioritized. It can be observed the key variable classroom management skills is measured by the corresponding two indicators, these are the classroom behavior management and instructional learning format skills. The classroom behavior management is the highest rated skill with the mean score (4.82), suggesting that teachers unanimously agreed on the importance role of behavior management (100%) in maintaining an effective learning environment. The second key variable is the commitment with four indicators, the commitment to students, to teaching, to school, and to profession. It is observed that the teachers unanimously agreed that dedication to students is their top priority. It has responded with the mean score (4.32) and all teachers agreed on its importance (100%). The moderate standard deviation (0.492) suggests some variation in the perceived level of commitment.  The Third key variable is the resilience, with four indicators namely, the social skills and peer support, personal competence and persistence, spiritual influences, and family cohesion. From these four indicators, the social skills and peer support has the highest important rating (100 %) highlights the interpersonal relationships and peer support are key factors in teacher resilience. As evidenced by the data, the researchers endorsed essential recommendation to promote teacher resilience through supportive environments, enhance organizational commitment, and integrate social-emotional learning (SEL) for teachers and students.

Keywords: commitment, resilience, classroom managements skills, Region XI teachers

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ABSTRACT

Climate change is a major global issue that demands proactive action from all sectors, including higher education. This study assessed the climate change adaptation and mitigation practices adopted by State Universities and Colleges (SUCs) in Region III. By employing a survey, the study explored key initiatives and their levels of implementation in waste management, knowledge and capacity development, energy conservation and sustainable resource management, greenhouse gas reduction, and the development of green infrastructure.

Findings show that SUCs moderately enforce these initiatives, emphasizing the need for enhancement. Commendable adaptation practices include integrating environmental education into curricula, advocating strong community engagement through climate action and partnerships, and disaster preparedness.  Notable mitigation initiatives include campus greening and sustainable energy conservation practices.

However, challenges impede these efforts. Adaptation problems include inadequate solid waste management, financial constraints, poor policy enforcement, inconsistent monitoring and evaluation, weak awareness campaigns, and escalating climate risks. Mitigation challenges include outdated climate-resilient infrastructures, insufficient funding, weak policy implementation and oversight, and the absence of a dedicated structure for climate action.

To address these concerns ,the study proposes an action plan highlighting the need for more vigorous policy implementation, increased investment in sustainability programs, enhanced solid waste management, and green infrastructures. Strengthening these initiatives will empower SUCs in climate action. In addition, the study highlights the comprehensive implications of these strategies, showcasing SUCs’ potential to become models for policymakers and local communities in advocating climate resilience and environmental stewardship.

Keywords: Climate change, adaptation, mitigation, best practices, challenges, policies,  

                programs, projects, initiatives, level of implementation, State Universities 

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ABSTRACT

This study explored the utilization of Creative Play in Development of Four Domains of Learning in the Early Childhood Education (ECE) using a descriptive-correlational research design. A census of 33 ECE teachers from public elementary schools was conducted, ensuring comprehensive representation of diverse backgrounds and experiences. Data was collected using a structured questionnaire checklist, consisting of demographic information and measures of creative play utilization across cognitive, emotional, social, and psychomotor domains.

Findings indicate that ECE teachers extensively employ creative play, with a grand overall weighted mean of 4.37, reflecting a strong commitment to fostering engaging learning environments. While no significant differences were found based on demographic factors, age showed a significant correlation with creative play utilization.

Conclusions highlight the diverse profiles of teachers and their dedication to using creative play, although variations were noted, particularly in social development. Recommendations include mentoring from older teachers to enhance instructional strategies, exploring innovative creative play methods to boost social skills, and involving parents to extend creative play practices at home. Further research should examine additional variables to deepen understanding of creative play's impact on ECE learning outcomes.

Keywords: Creative Play, Four Domains of Learning, Early Childhood Education

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ABSTRACT

This phenomenological study explores the language teaching challenges and coping mechanisms of Filipino migrant teachers in the United States, with a specific focus on those teaching English as a Second Language (ESL) in high schools in Ajo, Arizona during the academic year 2024-2025. The research aims to provide a comprehensive understanding of the unique experiences of these educators, including cultural adaptation, professional integration, and the strategies they employ to navigate the U.S. educational landscape.

Data were collected through in-depth interviews, observational notes, and relevant documents provided by the co-participants. Thematic analysis was used to identify key challenges faced by Filipino migrant teachers, including cultural and linguistic diversity, terminology and communication issues, pronunciation and accent barriers, and adaptation to new pedagogical contexts. In response to these challenges, teachers employed various countermeasures such as professional development, leveraging technology, interactive teaching strategies, and staying updated with teaching trends.

The study also examined the coping mechanisms utilized by the teachers, which included maintaining work-life balance, seeking emotional and social support, integrating cultural pride into lessons, employing student-centered teaching strategies, and engaging in stress-relief activities. Based on these findings, the study proposed the ELEVATE program, designed to enhance the teaching practices and overall well-being of Filipino migrant teachers through professional development, cultural integration, and wellness initiatives.

While the study provides valuable insights, limitations such as the small sample size, geographical focus, and reliance on self-reported data were acknowledged. Recommendations include expanding the scope of future research and implementing institutional support to address the identified challenges and further empower Filipino migrant teachers in the U.S.

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INTRODUCTION

An effective learning environment is a cornerstone of student success, with the teacher playing a pivotal role in overcoming classroom challenges. In vocational subjects such as Cookery, access to adequate tools and equipment is essential for facilitating hands-on learning and developing practical skills. However, many educational institutions, particularly in resource-limited areas, face challenges with insufficient resources, forcing teachers to rely on alternative strategies to maintain teaching quality and meet curriculum demands. These limitations not only affect the learning experience but also impact students' motivation and their ability to acquire the competencies needed for success in their chosen field of study.

In Junior High Schools across General Trias, Cavite, Technology and Livelihood Education (TLE) programs, including Cookery, are offered to equip students with vocational skills. Despite these offerings, TLE–Cookery teachers often encounter significant obstacles due to the shortage of essential tools and equipment needed for practical, hands-on learning. This scarcity restricts students' opportunities to engage in critical skill-building activities, ultimately impacting their readiness for careers in the culinary industry. Although the Department of Education has made efforts to improve resources through the allocation of MOOE (Maintenance and Other Operating Expenses) funding, the persistent gaps in laboratory equipment and supplies continue to undermine the effectiveness of the TLE–Cookery curriculum.

Research has consistently underscored the importance of adequate resources in ensuring the quality of vocational education. The shortage of necessary equipment not only hampers the instructional process but also limits students' ability to practice key skills essential for future career success. Given the practical nature of Cookery education, the lack of proper equipment compromises both teaching and learning outcomes, hindering students' skill development and their future employment prospects. This study aims to explore the coping strategies employed by TLE–Cookery teachers to address these resource shortages, evaluating the effectiveness of these strategies in maintaining educational quality. Ultimately, the findings will provide insights on improving resource allocation and teaching practices, offering valuable recommendations for enhancing vocational education.

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ABSTRACT

When teachers feel motivated, they bring energy, passion, and dedication into their classrooms, creating meaningful learning experiences for students. The research focused on identifying levels of motivation, school performance, and the extent of correlation between the two variables involving 31 non-permanent teachers in Tacurong City Division following quantitative design which is descriptive and correlational in nature. Data were gathered using a questionnaire and were analyze using descriptive and inferential statistics. Findings revealed that most of the non-permanent teachers have completed a Bachelor's degree, rendered service for 1 to 3 months, and were LET passers, affirming their certification. Additionally, most non item teachers were single. The study also found that teachers exhibit a high level of motivation. Commitment emerged as the strongest indicator, followed by adaptability, while a positive attitude towards teaching recorded the lowest motivation level. Similarly, school performance was rated outstanding, particularly in "Focusing on Teaching and Learning," while "Managing School Operations and Resources" scored slightly lower. However, correlation analysis revealed a weak positive correlation between teacher motivation and school performance, with no statistically significant relationship. This suggests that other factors such as leadership, resources, and policies may have a more substantial impact on school performance.

Keywords: Motivation, School Performance, Commitment, Engagement,

Non-Permanent Teacher

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In the rapidly evolving educational landscape of the Philippines, the need for robust research skills among senior high school learners has become increasingly evident. As the global economy shifts towards knowledge-based industries, teaching research methodologies is essential for preparing students not only for higher education but also for the demands of the modern workforce.

Research education in the Philippines serves as a cornerstone for developing critical thinking, analytical skills, and a comprehensive understanding of various disciplines. The K-12 curriculum includes a specialized subject on research, which aims to enhance students’ ability to gather, analyze, and synthesize information. However, successfully teaching research to senior high school learners requires innovative approaches that resonate with their unique cultural and educational backgrounds.

One effective strategy is contextualizing research within local realities. Educators can encourage students to explore subjects that directly impact their communities, such as environmental issues, social justice, or public health. By focusing on relevant topics, students are more likely to engage passionately in their research endeavors. This real-world connection also fosters a sense of responsibility and empowers students to contribute positively to their communities.

Another crucial aspect is incorporating technology into the research process. With the advent of the digital age, learners have access to vast information sources. Teachers should guide students in navigating online databases, academic journals, and other electronic resources. Workshops on using research software and tools can bolster their efficiency and innovation in conducting research. Furthermore, using online collaboration platforms encourages peer-to-peer learning, which is immensely valuable in a culturally rich and diverse setting like the Philippines.

Equally important is fostering an environment that nurtures creativity and curiosity. Encouraging students to ask questions and pursue topics of interest fosters ownership of their learning. Additionally, regular seminars, research fairs, and peer review sessions can create a vibrant academic community where students feel safe to present their work, receive feedback, and improve their skills.

Assessment must evolve alongside teaching methods. Traditional tests may not effectively measure research competencies. Instead, using rubrics that evaluate originality, methodology, and analytical skills can provide a more comprehensive view of a student’s capabilities.

In conclusion, teaching research to Filipino senior high school learners is crucial for their intellectual development and future success. By contextualizing research, integrating technology, fostering creativity, and adapting assessments, educators can equip students with the essential skills they need to thrive in an increasingly complex world. Such initiatives will ultimately elevate the standard of education in the Philippines while preparing students to be informed, responsible, and proactive citizens.

DOI 10.5281/zenodo.15378701

In the 21st century, the landscape of education and language learning has undergone significant transformations, particularly for Filipino English Language Learners (ELLs). As globalization continues to expand and technology reshapes communication patterns, the need for English proficiency has never been more critical for Filipinos. This article will explore the unique characteristics, challenges, and opportunities faced by Filipino ELLs in the contemporary educational environment.

Filipinos have a distinctive relationship with the English language, shaped by historical factors such as colonization and the adoption of English as one of the two official languages in the Philippines. In recent years, English has solidified its status as a lingua franca in the archipelago, permeating various aspects of daily life, including business, education, and media. For 21st-century Filipino ELLs, English serves as a vital tool for accessing global information, pursuing higher education, and securing employment opportunities both locally and abroad.

One of the remarkable features of Filipino ELLs is their exposure to the English language from an early age. English is often spoken in schools, government, and popular culture, providing learners with numerous opportunities to engage with the language. As a result, Filipino students typically possess a foundational understanding of English, including vocabulary and basic conversational skills. However, the challenge lies in developing advanced language proficiency, especially in academic and professional contexts, where nuanced understanding and articulation are required.

Despite the advantages of early exposure, several challenges impede the progress of Filipino ELLs. One significant issue is the pervasive influence of vernacular languages in daily communication. While the use of Filipino and regional dialects enriches cultural identity, it can also hinder learners' confidence and ability to express themselves fluently in English. In some areas, inadequate resources and poorly trained educators limit learners’ exposure to effective teaching methods that could bolster their English proficiency.

The 21st century has brought with it a wealth of resources and innovations that support the learning of English. The rise of internet access and digital tools has revolutionized language acquisition. Online platforms, language applications, and virtual classrooms provide Filipino ELLs with interactive and immersive learning experiences. These resources allow learners to practice their language skills beyond traditional classroom settings.

Moreover, the increasing global demand for English speakers has opened pathways for Filipino ELLs to excel in various fields, from business process outsourcing (BPO) to international diplomacy. Filipino professionals are often sought after for their linguistic skills and cultural adaptability, allowing them to thrive in multinational environments.

In conclusion, the journey of 21st century Filipino English Language Learners  is characterized by both challenges and opportunities. While early exposure to English and innovative learning tools offer an advantageous starting point, addressing the hurdles posed by vernacular use and inconsistent instructional quality remains vital. With collective efforts from educators, policymakers, and communities, Filipino ELLs can harness their unique strengths to emerge as proficient English speakers, ready to participate in an increasingly interconnected world.

DOI 10.5281/zenodo.15378708

The article by Julianty Sidik Tjan discusses how tax systems, especially progressive taxation, help reduce income inequality. It emphasizes how taxes are used by governments to support wealth distribution and pay for public services. According to the article, in order to ensure equity, those with greater revenues ought to pay more in taxes. It uses Scandinavian nations as examples of effective tax systems to illustrate how progressive taxation reduces the wealth disparity. On the other hand, it cites the US as a nation with a less progressive system, demonstrating how well-crafted tax legislation may successfully lower inequality.

However, the article would have been even stronger if it included more real-world examples to fully show the direct impacts of tax laws on people’s lives and businesses. Although it focuses mainly on theories and studies, practical cases could have made the arguments more relatable and convincing to readers who want to see how taxation policies work in actual situations. For instance, specific examples of how tax policies have improved healthcare or education in certain countries could have strengthened the article’s arguments. Moreover, analyzing the challenges faced by these countries in implementing progressive taxation could have provided valuable insights.

The lack of concern for tax avoidance is another flaw. The purpose of fairness is weakened since, despite a brief mention of tax enforcement, the article does not go into great detail about how affluent people and corporations either legitimately or criminally avoid paying taxes. Tax evasion and avoidance are significant issues that directly affect the success of any tax system. Without strong laws and serious efforts to catch those avoiding taxes, even the best tax system can fail to achieve its goals. These problems might be resolved by enhancing revenue collection and fortifying legislation. Strengthening the legal framework and increasing the efficiency of tax authorities could help in making sure that everyone, especially the rich, pays their fair share.

Furthermore, it appears from the paper that the only way to address income inequality is through progressive taxation. However, tackling inequality is a complex issue that needs more than just tax policies. To be entirely effective, taxes must be combined with social programs like job development, education, healthcare improvements, and financial literacy campaigns. These programs are crucial in providing opportunities for low-income individuals to improve their socio-economic status.

The article effectively emphasizes the value of progressive taxation in reducing economic inequality in spite of its flaws. It offers an excellent place to start when learning about the connection between justice and taxes. Including data and success stories from developing countries could make future discussions more globally inclusive and balanced. Overall, even if “The Role of Tax Systems in Reducing Income Inequality” provides insightful information, its influence might have been enhanced by a more thorough, realistic, and internationally inclusive approach.

DOI 10.5281/zenodo.15378890 

Hector De Leon's The Law on Negotiable Instruments is still the leading casebook in commercial law in the Philippines. A more subtle one he touches is Payment for Honor, a special but voluntary procedure to keep the good name of a party to negotiable instruments. This article review will critique De Leon’s interpretation of the term and to underscore its usefulness, clarity, and practicality.

The payment for honor is defined as when a person party to the bill or not pays the amount due on a bill of exchange after it has been protested for non-payment. It must occur only after the instrument has been dishonored and has been protested. Payer for honor is known as the paying party must officially declare the party they are paying for, and once the payment is made the payer for honor gain rights of the original holder.  De Leon lays down three indispensable requisites: Dishonor must have been protested. An expression of one's intention to pay for a particular party. Completion by notarial protesting. He also emphasizes the importance of payment.

De Leon’s comprehensive analysis regarding the concept of Payment for Honor is awe-inspiring in clarity. With the practical examples that he use, he doesn’t fail to capture the attention of the practitioners of law and students. By concentrating on formal requirements of payment such as protest, declaration, or attestation, he adequately covers the important steps necessary for the right of payment for honor to be exercised. He is correct in regarding these steps requisite because, as in every legal document, failure to adhere to these requirements can endanger a range of legal remedies. De  Leon approaches the subject from a practical and theoretical angle, and this brings balance to his work. By discussing Payment for Honor in the context of protecting commercial reputation, he advances even a legalistic viewpoint on why such options can be exercised. De Leon appropriately show his position with basic, yet a very likely scenarios from business transactions, effectively easing the fear of those first-time readers. His discussion is very thorough; however, he makes little references to modern importance, which stands as a common criticism. The majority of today’s banking operations are digital. This notably reduces the use of traditional negotiable instruments like bills of exchange, and the need for protest procedures. When a business reputation is at stake, payment for honor is an important legal remedy. De Leon’s discussion of the subject embodies such core tenets of commercial law: trust, honor, procedural honor. This is important for the lawyers and other people who are interested in understanding the extent of the liability and rights with the negotiable instrument

 Hector De Leon provides an excellent explanation of Payment for Honor in his traditional treatise. He does this in such a detailed, organized, and clear way, that the term becomes not just comprehensible but memorable. Although this provision may not be widely discussed in modern practice, its historical and pedagogical value is considerable, particularly for students of law, practitioners of commercial law, and financial institutions interested in a complete understanding of negotiable instruments.

DOI 10.5281/zenodo.15385176

At first, we thought tax avoidance and tax evasion were two completely different concepts—one legal and the other illegal. However, after reading the article The Legality of the Assault on Tax Avoidance Practices in the Philippines by Evelyn Kho-Sy, we realized that the Philippine government itself does not always make this distinction clear. The article explains how tax avoidance is supposed to be a legal way to reduce tax liability, yet the Bureau of Internal Revenue (BIR) often treats it as if it were tax evasion. This inconsistency creates confusion among taxpayers and businesses who want to follow the law but are unsure if their tax-saving strategies will later be challenged.

One of the key points in the article is that different branches of the Philippine government handle tax avoidance differently. While Congress has not explicitly outlawed tax avoidance, the BIR often challenges it, and the courts have issued conflicting rulings on whether certain strategies are legal or abusive. The author argues that the Philippines needs a clear law on tax avoidance to ensure that taxpayers are treated fairly and consistently.

Congress has passed tax laws aimed at closing loopholes, but it has never clearly stated which tax avoidance strategies are acceptable. The courts have made contradictory rulings—sometimes allowing tax avoidance and sometimes siding with the BIR. Meanwhile, the BIR aggressively pursues tax avoidance cases, treating them like tax evasion, imposing higher taxes and penalties. This lack of consistency makes tax planning difficult.

A clear example Is how the BIR investigates property transactions within families. If a father sells land to his son, the BIR may suspect the sale was only done to avoid estate taxes. Even if the transaction follows legal procedures, the BIR might challenge it, requiring proof that the sale was genuine. This raises an important question: If tax avoidance is supposed to be legal, why are taxpayers being penalized for using it? Without a clear anti-avoidance law, taxpayers remain vulnerable to changing interpretations.

Another point the article discusses is the lack of a legal framework that defines which tax avoidance strategies are allowed and which are not. In countries like the United States, Australia, Germany, and France, there are specific anti-avoidance laws that help distinguish between legitimate tax planning and abusive tax schemes. The U.S. has the General Anti-Avoidance Rule (GAAR), which sets guidelines on what strategies are legal. In contrast, the Philippines has no such law, leaving cases to be decided on a case-by-case basis. This creates uncertainty, as the legality depends on the interpretation of the BIR or the courts.

Because of this lack of clear regulation, tax avoidance has led to negative consequences. The government loses revenue when individuals take advantage of legal loopholes. There is unfair competition because larger companies can afford tax lawyers, while small businesses struggle. The uncertainty discourages investments, as businesses hesitate to expand due to the fear their strategies might later be challenged. Both the BIR and businesses waste resources on legal disputes that could have been avoided.

The article strongly suggests that the Philippines should pass a law that clearly defines tax avoidance practices. A well-defined law would ensure that taxpayers understand which strategies are permissible and provide the BIR with guidelines on how to handle cases fairly. It also suggests allowing taxpayers to request advance rulings from the BIR to determine if their strategies are legal before implementing them. This would reduce disputes and uncertainty.

After reading this article, we realized tax avoidance is not just a financial issue, but also a legal and fairness issue. The problem is not that taxpayers want to cheat, but that the government itself does not provide clear rules. If a tax strategy is not explicitly illegal, then taxpayers should not have to fear penalties.

We agree with the article’s argument that the Philippines needs a clearer tax policy. The system is too unpredictable. Instead of treating all tax avoidance as suspicious, the government should set clear rules.

In the end, a fair and transparent tax system benefits everyone.

DOI 10.5281/zenodo.15385358

INTRODUCTION

This paper reviews the research paper by Stella A. Quimbo and Xylee Javier, which criticizes the current income tax system in the Philippines. The system is defective, the authors say, as it disproportionately burdens wage and salary workers (WSWs) because of problems like “type creep”—tax brackets are not adjusted for inflation—and excessive non-compliance by self-employed individuals. They suggest a number of reforms to establish a more equitable and effective system, such as decreasing tax brackets, broadening the tax base, streamlining procedures, and decreasing tax rates.

BODY

The authors point to the important impact of income taxation on economic choice. Taxes influence the way people allocate time and resources and how firms determine prices and select labor inputs. The existing tax system in the Philippines, they contend, causes both individuals and companies difficulties. High tax rates and complexity can encourage capital flight and brain drain, particularly among employees who are not able to obtain legal tax evasion opportunities.

Two general issues being debated are “type creep” and underreporting of income. Type creep pushes people into higher tax brackets without real increases in purchasing power, which disproportionately impacts WSWs. In addition, self-employment individuals underreport income, creating a deficiency in revenue which is, in turn, absorbed by WSWs liable under automatic withholding. Such a situation creates further inequality within the system.

Quimbo and Javier provide evidence in their assertions from Labor Force Survey data (2013) and the Family Income and Expenditures Survey data (2012). The figures pin down the mismatch in tax inputs between WSWs and independent workers. The WSWs, with assured incomes, have an unjustly heavy tax burden in comparison with the self-employed who have flexibility in what income they declare. The authors contend this is against both vertical equity (those with higher ability to pay should pay more) and horizontal equity (similarly situated taxpayers should be treated similarly).

To counteract these concerns, the authors propose a reform package. A significant proposal is tax bracket inflation adjustment to avoid type creep. They also emphasize enhancing compliance by self-employed individuals to widen the tax base. Streamlining the tax process and lowering regulatory barriers are viewed as steps needed to promote compliance and lower evasion. Additionally, reducing tax rates may make the Philippines more competitive in ASEAN, and retain businesses and talent, and ultimately spur economic growth.

CONCLUSION

This paper was chosen for review because of its evidence-based assessment of tax equity in the Philippines. Its key strength is its empirical method, which graphically explains the system’s existing inequities. The policy suggestions of the authors, in reducing tax rates in order to enhance compliance, are pragmatic and reflective solutions. In sum, the study adds to a deeper understanding of the tax policy and reinforces further the imperative of structural reforms to bring about a more equitable distribution of the tax burden in the Philippines.

REFERENCE

Quimbo, S. A., & Javier, X. (2017). Rethinking the taxation of compensation income in the Philippines. Public Policy, 16-17, 1-119.

This paper examines “Effect of Republic Act 10963 “Tax reform for Acceleration and inclusion (TRAIN) Law” on the collection Performance in Income Tax.

      A descriptive research method was used to gather data through 30 revenue officer questionnaires combined with questions from 20 taxpayers.  The implementation effects of TRAIN Law appeared throughout the observation period instead of producing immediate changes during that time. Tax collection started with a decrease in 2018 which turned into a significant expansion during 2019. The collected data demonstrates an initial period of readjustment which was immediately followed by sector growth.

      The investigation resulted in various income tax responses across distinct categories.  The tax collection from individuals drawing their income only through compensation or business activities showed a downward trend but those who received income from multiple sources demonstrated rising collections.  The researchers explain the increased P 250,000 threshold as the reason why individual taxpayers now face graduated tax rates. Furthermore, the study found that there is a significant increase in the collection of other withholding taxes at source inclusive of creditable withholding tax, creditable withholding tax on real property, and final taxes. This was attributed to the effect of the issue of the Revenue Regulations No. 11-2018 which was imported to ease the taxes recovery process. The article fulfills its author’s objective by providing descriptive details about TRAIN Law’s outcomes on tax collections within a specified revenue district. The research explores tax collection patterns together with how the legislation changes tax responsibilities for different income levels and how it affects tax deductions paid by employers. Multiple constraints exist regarding the research design due to its selection boundaries and experimental limitations alongside reduced participant numbers.  The study’s analysis of one tax district prevents its results from being applied to different regions across the country or nationally. 

     Therefore, the findings of this study would be valuable to policymakers and the tax authorities that are eager to know more about the interactions and outcomes derived from tax reform measures. It will be useful to policymakers in developing nations who want to understand some real cases of implementing tax reforms. In this respect, the article fits the purpose of the study to present a descriptive analysis of the impact of TRAIN Law on the income tax collection in a given revenue district to an appropriate extent, although more research involving a larger sample size and a longer time span to measure additional effects of this major change in the tax system is required.

DOI 10.5281/zenodo.15385479 

The concept of Notice of Dishonor is a fundamental part of the Negotiable Instruments Law, ensuring fairness and proper communication when a negotiable instrument such as a check, promissory note, or bill of exchange is dishonored. The law clearly outlines how, when, and to whom the notice must be given and the consequences of failure to comply. This paper critiques the legal provisions (Sections 89 to 118) related to the Notice of Dishonor.

The law requires that notice of dishonor be given to the drawer and each indorser when an instrument is dishonored due to nonacceptance or nonpayment (Sec. 89). If the required parties do not receive proper notice, they are discharged from liability. The holder can give the notice or any party who may be held liable and wants to preserve the right to recover from others (Sec. 90). It may be given in writing or verbally (Sec. 96), personally or through the mail (Sec. 103–104), and even by agents on behalf of others (Sec. 91). The law sets specific time limits depending on whether the parties live in the same place or different places (Sec. 102–104). A notice is considered valid even if it is delayed as long as the delay is due to uncontrollable circumstances (Sec. 113). There are also exceptions where notice is not required (Secs. 114–115), such as when the drawer is the same person as the drawee, when the party is fictitious, or when payment was already countermanded. The legal provisions of a Notice of Dishonor are comprehensive and detailed. They cover a wide range of scenarios, including special cases like the death of a party (Sec. 98), joint liability (Sec. 100), and bankruptcy (Sec. 101). These ensure that the rights and responsibilities of all involved parties are clear and protected. The law also shows an understanding of fairness. It allows for waiver of notice (Sec. 109), excuses delay under valid reasons (Sec. 113), and even validates misdescribed notices if the recipient is not misled (Sec. 95). With that, it demonstrates a strong commitment to clarity, structure, and fairness. Its detailed provisions help ensure that parties are properly informed and allowed to respond or recover losses.

The provisions of the Notice of Dishonor under the Negotiable Instruments Law serve as a vital safeguard in upholding fairness, accountability, and proper communication in financial transactions. By clearly defining the procedures, timelines, and exceptions, the law ensures that parties know their rights and obligations in the event of dishonor. Its comprehensive and well-structured approach reflects a commitment to protecting all stakeholders involved in negotiable instruments. These provisions promote transparency and legal certainty, which are essential in maintaining trust and integrity in commercial dealings.

DOI 10.5281/zenodo.15385601

Promissory Note

By: Murat Ustaoglu

In The Palgrave Encyclopedia of Islamic Finance and Economics

Introduction

               Murat Ustaoglu’s article Promissory Note presents a detailed and multi-faceted analysis of promissory notes as critical legal and financial instruments functioning in both traditional and Islamic finance environments. The main purpose of the article is to explain the structural aspects, enforceability, and moral implications of promissory notes, skillfully foregrounds the embedded tensions between orthodox financial activities particularly those that include interest  and uncertainty-related speculation and Islamic ethical requirements, setting the debate in the wider context of Islamic finance’s dynamic jurisprudence.

Summary

              Starts off by explaining promissory notes as written formal undertakings where an issuer undertakes to pay a definite amount to a payee in terms agreed upon. The article methodically explains the necessary elements of these instruments, such as the principal amount, repayment term, and security arrangements. There is a distinct differentiation made between secured promissory notes, which are supported by collateral, and unsecured notes, which rely solely on the credit standing of the issuer. According to him, the transactions are mostly supported by some scholars. This critical analysis highlights the complexity of reconciling traditional debt instruments with Islamic ethical and legal norms.

Critical Analysis

             Piece is notable for its thorough comparative legal critique, which clearly differentiates the traditional application of promissory notes from their Islamic finance variants and the requirement for asset-backed transactions provides useful information for practitioners who are working in hybrid financial settings, demonstrating the ethical focus on fair finance and risk allocation. The scope of the article is to some extent narrowed by its largely doctrinal focus. Even though alludes to juristic controversies, the discussion could usefully draw on authoritative pronouncements, a more profound analysis of late payment charges which are allowed as compensatory but not interest-based charges would strengthen the discussion, particularly if complemented by case studies demonstrating enforcement and compliance issues. The article also fails to consider recent technological developments such as blockchain-based smart contracts, which could potentially facilitate increased transparency and enforceability of promissory notes in cross-border Islamic finance transactions, that these instruments play a vital function in advancing financial inclusion in Islamic finance makes their exclusion a loss of potential to engage legal theory with practical economic advancement.

Conclusion

            Promissory Note article presents an interdisciplinary and foundational analysis of the instrument’s legal, ethical, and financial aspects, worthy of praise by being Islamic finance principle-focused. Its comparative inquiry closes the loop between theoretical jurisprudence and applied financial products, and this makes it highly valuable to academics and practitioners in equal measure. However, the contribution of the article would be enhanced by incorporating empirical studies, regulatory case studies, and fintech innovations that are transforming the face of Islamic financial contracts. Future volumes may cover these to serve the needs of modern Islamic finance markets and regulatory frameworks better.

Reference

Ustaoglu, M. (2023). Promissory Note. In *The Palgrave Encyclopedia of Islamic Finance and Economics* (pp. 1–4). Springer International Publishing.

DOI 10.5281/zenodo.15386719

Introduction

            This article, "The Bill of Exchange as a Means of Payment and Security," written by Vojo Belovski, Andon Majhosev, and Ivana Duhovska discusses the fact that the bill of exchange works both as an instrument of payment and as a security device. The authors seek to explain the legal and functional functions of bills of exchange in contemporary commerce, following their historical development, legal structures, and contemporary relevance in international and domestic trade.

Critical Analysis

Strengths

            The article's strongest point is its detailed historical and legal background, which equips readers with a full history of the origins of the bill of exchange. Through tracing the origins and the evolution of the bill of exchange, the authors are able to effectively bring into focus the importance of international co-operation towards legal harmonization, such as in the Geneva Conventions. This contextualisation is complemented further by comparative discussion of numerous national laws, again showing sophisticated knowledge of how other legal systems have influenced and adapted the bill of exchange.

Weaknesses

            A major limitation of the article is its sparse use of empirical evidence. The reasoning is largely descriptive and doctrinal, based mostly on legal literature and historical background in interpreting the bill of exchange. Without presenting concrete data, the argument appears somewhat theoretical and probably fails to adequately reflect current developments or the intricacies that exist in business practice.

Significance and Contribution

            The article's contribution is enormous in reasserting the persistent relevance of the bill of exchange in domestic as well as global trade. The articulate presentation in the article of legal principles and actual mechanisms underlying bills of exchange—e.g., their negotiability, risk-reducing aspects, and provides readers with a solid basis for subsequent academic studies, legal reform, or policy analysis. The article's influence could be even greater by exploring more intensively current developments, including the digitalization of trade finance. Innovations such as digital bills of exchange are already starting to overcome the inefficiencies of paper instruments, with quicker transactions, better liquidity, and enhanced access to supply chain finance.

Conclusion

              In general, "The Bill of Exchange as a Means of Payment and Security" is an informative and well-structured article that successfully summarized both practical and legal aspects of bills of exchange. It follows the evolution of the bill of exchange from its medieval roots as a response to the problem of cross-border trade through to its current status as an adaptable financial tool, emphasizing its ongoing relevance to the facilitation of payment. This two fold consideration enhances the usefulness of the article as both a valuable resource for those engaged in legal research and a practical guide for those operating in the commercial environment. Despite the fact that it totally handles conventional topics, it fails to fair cover recent advances like the digitalization of bills of exchange, the use of electronic trade documents.

Reference

Belovski, V., Majhosev, A., & Duhovska, I. (2016). The Bill of Exchange as a Means of Payment and Security. Journal of Process Management – New Technologies, International, 4(3), 39-44.

DOI 10.5281/zenodo.15386828

ABSTRACT

The increasing demand for natural, healthy, and sustainable food products draws attention to the need to develop innovative alternatives to artificial seasonings. However, limited studies have explored the combination of fruit- and herb-based ingredients in powdered seasoning formulations. This study investigated the development and acceptability of OreVa, an innovative powdered seasoning mix made from oregano and guava. The research aimed to evaluate the product's sensory qualities and shelf life, and its potential as a nutritious food alternative. A total of 60 respondents from various age groups, including children, teenagers, adults, and food experts, participated in a sensory evaluation using a 9-point Hedonic Scale to assess aroma, color, texture, taste, and overall acceptability. Data were collected through a structured questionnaire and analyzed qualitatively. Results showed that removing guava seeds and using ripe fruits significantly improved the texture and drying process. The formulation with 95g guava and 5g oregano (Sample 3) was the most preferred in terms of taste and aroma, especially in fish sinigang, while the 90g guava and 10g oregano mix (Sample 2) was favored for its soft texture. Adults and food experts gave the highest ratings to Sample 3. Furthermore, the product remained stable for 21 days at room temperature. These findings suggest that OreVa is a viable, nutritious, and shelf-stable alternative seasoning with strong potential for household use and commercial development.

Keywords: OreVa (Oregano and Guava), Seasoning mix, Sensory evaluation, Shelf-life, Nutritional value

DOI 10.5281/zenodo.15387314

Abstract

The growing demand for plant-based, dairy-free alternatives emphasizes the importance of developing innovative and nutritious food products like coconut milk-based cheese. Nevertheless, few studies have explored the enhancement of coconut cheese with natural flavorings such as lemongrass to improve its sensory appeal and acceptability. This study aimed to develop and evaluate the acceptability of coconut milk-based cheese enhanced with lemongrass. It specifically answered the following questions: the processes involved in developing cocolemongrass cheese along two treatments; the level of acceptability in terms of color, aroma, taste, and texture; the general acceptability as evaluated by children, teenagers, adults, and food experts; the significant differences among groups; the nutritive value; and the shelf-life of the cheese. The study employed an experimental design, producing cocolemongrass cheese through a structured developmental process involving coconut milk and lemongrass extract preparation. Sensory evaluation using a five-point hedonic scale revealed that cheese with 15 ml of lemongrass extract received higher acceptability ratings, particularly among teenagers and food experts. Nutritional analysis showed the cheese is high in fat and energy density but low in protein and carbohydrates. Shelf-life testing indicated that refrigeration significantly extended the product's quality for up to 30 days compared to room temperature storage. In conclusion, cocolemongrass cheese showed distinctive sensory attributes and nutritional potential, with opportunities for further flavor enhancement.

Keywords: Coconut milk cheese, Lemongrass extract, Product development, Sensory evaluation, Shelf-life analysis

DOI 10.5281/zenodo.15387450

Perhaps you are wondering why gross income matters so much. Well, its meaning is only much more than gross income on your pay check. Gross income defines the first step toward smarter financial decisions and a brighter financial future. This is where you find out what gross income really means, why it is critical for your financial health, and how it would probably impact everything from loans to lifestyle choices. Let's dive in to see why cash indeed matters. Gross income generally builds into much more than a simple understanding of your overall salary; it actually forms the base upon which many things progress in your financial life. For example, your gross income defines whether you qualify for loans, credit cards, and even what kind of apartment you get to live in. It becomes an issue since lenders keep coming with this measurement critical for financial planning; they look at gross income to judge the borrower's ability.

     Doing more with it, gross income creates an environment that allows saving or investing; the more gross income earned, the higher the flexibilities associated with allocating that income toward emergency savings, retirement accounts, and other investments.

     So as also gross income, income affects the tax liability and the kind of tax benefits you will have. It is the ground value of calculating the taxes owed to the government, and appreciation of this would aid in planning well for tax seasons and probably save through deductions or credits. Gross income making you aware of its wide effects enables you to take informed decisions which would boost your financial steadiness.

     Judging by how much you get as gross income, you can estimate your financial goals better. Buying a house, starting a business, and planning your kid's education require an understanding of what you earn, which gives a picture of how realistic these dreams are and, perhaps, would help in devising budgeting strategies. Therefore, your gross income is more than just a number-it is a very vital tool that determines financial opportunities, stability, and future security. Understanding what it implies can guide you into better financial choices today which reflect into a more secure and prosperous tomorrow.

    In summary, gross income means much more than just a number in a paycheck: it is a key factor that determines your financial opportunities and decision making. We have seen how gross income impacts the loan eligibility, saving and investing potential, tax liabilities, and ability to set realistic financial goals. Knowing the real effects of gross income helps you take charge of your financial life by making the choices that are in favor of your long-term security and prosperity. When it comes to money matters, understanding the numbers is always the first step to a brighter financial future.

DOI 10.5281/zenodo.15393696

Introduction

This article review entails a critical review of Dr. Maria L. Gonçalves’s paper, “Protest in Negotiable Instruments: Historical Origins, Legal Framework, and Contemporary Challenges,” published on April 10, 2024. The paper presents a thorough discussion of the protest procedure under the law of negotiable instruments, investigating its origins in history, its legal development over time. Based on a wide range of legal texts, Dr. Gonçalves places the protest not just as a procedural nicety but as an essential protection that ensures the enforceability of negotiable instruments in domestic and international trade.

Summary of the Article

Dr. Gonçalves traces the historical beginnings of protest in negotiable instruments to medieval commercial practice, where it served as formal proof of a party’s inability to perform payment obligations—specifically under bills of exchange and promissory notes. The article explains how protest became enshrined in legal codes, e.g., by the Negotiable Instruments Act, 1881, which established explicit procedures for marking and protesting dishonored instruments.

The article highlights the double role of protest: as an evidentiary device that furnishes admissible evidence of dishonor during legal proceedings, and as a notice mechanism that protects the interests of creditors while formally notifying debtors and endorsers of their obligation.

Critical Analysis

Strengths

The article presents a thorough and carefully structured account of the protest mechanism, expertly synthesizing historical depth with modern legal structures. By combining the two, readers are able to understand both the past and present usage of protest in negotiable instruments as well as have a rich and profound understanding of the topic.

It well captures the dual nature of protest, stressing its crucial role not just as formal evidence of dishonor—the key to upholding legal rights but also as an official notification procedure that informs all responsible parties.

Weaknesses

The article has a good theoritical basis, it could be enhanced by a stronger integration of case law to demonstrate how protest functions in actual cases. The lack of elaborate judicial rulings—such as those presented in cases like Smith v. Long or M/S. Sineximco Pte Ltd. V M/S.—could make the article more effective. Dinesh International Pvt Ltd—prevents the reader from evidentiary implications of protest in litigation scenarios.

Conclusion

Dr. Gonçalves’s article is an important and valuable contribution to protest scholarship in negotiable instruments that well explains its crucial function of protecting the integrity and enforceability of commercial transactions. The article presents readers with a strong basis with which to understand how protest serves as  central procedural protection for both creditors and debtors. But the impact and usefulness of the article might be still greater with further development of relevant case law. Incorporating such case law not only would situate the discussion in real-world legal practice but also would clarify how courts read and apply protest requirements.

Reference

Gonçalves, M. L. (2024). Protest in Negotiable Instruments: Historical Origins, Legal Framework, and Contemporary Challenges. Published April 10, 2024.

DOI 10.5281/zenodo.15393836

To lead into, Payment for honor serves as a core legal component within negotiable instruments law by protecting the creditworthiness and reputation of both parties involved in bill dishonor cases. Without a doubt, De Leon and De Leon Jr’s mannerism of construing the entirety of the Payment of Honor encompasses a wide-spectrum of pulchritude, as it comprehensively and doctrinally emphasizes the statutory requirements of the aforementioned process. However, an area of improvement identified is that it lacks further substantiated justifications, especially on the area of real-life applications and studies of such laws in our dynamic, progressive and digitalized setting.

         The authors explain what payment for honor signifies through a discussion of prerequisites followed during formal procedures to settle legal consequences compared to acceptance for honor. According to De Leon and De Leon Jr. of 2010, payment for honor as a payment completed by anyone including parties or strangers after bill protest occurs when the payment assists either a liable party or the person whose account motivated the bill. Moreover, the payment process which goes under the name of payment supra protest exists only for bills of exchange and requires strict adherence to specified statutory requirements that exclude promissory notes. Unto my first argument, although the book (NIL Rex Book Store et al., 2010) delivers detailed doctrinal rules it does not show equal attention to the current industry advancements.

         Secondly, modern business requirements should move  traditional physical protest and notarial act requirements because electronic payments and digital documentation systems have become standard practice. Albeit, the past physical and notarial statutory paved the way for administrative conciseness, the present’s standard practice aims to lean forward towards progress rather than remaining on such outdated principles. Thirdly, the authors slightly fell short in intricately delving how modern digital a intersect with the formal legal requirements of payment for honor, failing to compare Philippine legal practices with those of foreign jurisdictions significantly limiting the practical and comparative value of their analysis. Consequently, a gap of age leads to it being construed by the recipients theoretically rather than practically.  Additionally, A payment for honor must satisfy five requirements starting with dishonor due to non-payment followed by compulsory protest before payment supra protest is made by any party to be validated through a notarial act.

         In essence, De Leon and De Leon Jr.'s discussion on payment for honor under negotiable instruments is thorough and sound doctrinally, providing a good blueprint on the statutory requirements and legal consequences of this instrument. However, the analysis can be enriched with more interaction with contemporary commercial realities, particularly with the effects of digitalization on formal legal procedures. Future editions should incorporate comparative perspectives, practical case studies, and a discussion of technological developments, as this application on real-life occurrences and studies of such laws in our dynamic, progressive and digitalized setting enhances the work’s relevance and utility for modern legal professionals.

REFERENCE

Books:

De Leon (2010). The Law on Negotiable Instruments. Negotiable Instruments Act, Sec. 171–177. Retrieved on April 22, 2025.

DOI 10.5281/zenodo.15393917

INTRODUCTION

This review explores John D. Ayer's Payment for Honor: A Doctrinal Analysis, an article published in 1981 in The Business Lawyer. Ayer deconstructs a fairly specialized but crucial idea in negotiable instruments: the doctrine of payment for honor. In a thorough fashion based on legal history as well as in analytical interpretation, he defines when such payments become permissible and examines the consequences on both sides. The intent here is to analyze both contributions and areas for improvement in this article, particularly in regard to contemporary legal and financial realities.

SUMMARY OF THE ARTICLE

Ayer starts off by situating the history of payment for honor, tracing its development through common law precedents as well as statutory models such as the UCC. Then he outlines the legal requirements that must exist if such payments for honor have to qualify as valid—like definite intent, formalities, and endorsement by the bearer. Subsequently, he goes on to discuss the implications of such payments, especially in terms of party liability and recovery of funds. The article likewise discusses legal defenses to reimbursement and explores how courts have interpreted such provisions in the past.

Critical reflection

STRENGTHS

Ayer's work is notable for its exhaustive treatment as well as considered structure. His systematic deconstruction of legal principles is readable and firmly referenced to statutory law as well as judicial rulings. Practical examples included making theory complex but grounded in reality, making this article useful to practitioners as much as scholars.

Nanny

WEAKNESSES

Nonetheless, in terms of range, the article is somewhat narrow. It is mainly based on U.S. law and says very little about how the doctrine works in other jurisdictions. An examination of strategies in jurisdictions such as the United Kingdom or in jurisdictions with traditions of civil law potentially could have added richness to the discussion. In addition, because the article is written before digital financial systems became prominent, it does not consider, in light of such new technologies, how new ways in which they might transform or complicate, in practice, whether payment for honor remains important. A reformulated or additional analysis could fill these gaps.

CONCLUSION

John D. Ayer's examination of payment for honor is still an authoritative and sound contribution to commercial law. His scholarly rigor combined with understandable explanations makes the article such an academic resource. That being said, with changes in world finance and the introduction of digital instruments, reevaluation, including comparative legal systems and contemporary technology, is called for. Ayer's work presents a solid foundation, but the developing aspect of business calls for ongoing study and reinterpretation of such principles.

WORKS CITED

Ayer, John D. “Payment for Honor: A Doctrinal Analysis.” The Business Lawyer, vol. 36, no. 4, 1981, pp. 1409–1434.

DOI 10.5281/zenodo.15393983

Stigma in mental health is a prevalent problem that exists around the world. According to research, mental health services are also hindered by stigmas that are associated with psychological problems. And because of prejudices and false beliefs, stigmatized people suffer from discrimination and oppression(WHO, 2022)

     The effect of stigmatization is not the same for everyone. Some are resilient and utilize undesirable beliefs to fuel them. But usually, individuals suffer from these stigmas. Possible outcomes are poor life satisfaction, fewer career opportunities, and limited social interaction. Stigma is not only stemming from others but also ourselves(through self-stigmatization). Self-stigmatization happens when someone internalizes a stigma that is believed to be true. Because of self-stigmatization, an individual thinks that he or she is socially inadequate and this is pertinent to demoralization and affects mental health and self-efficiency.(Helmus et al., 2025).The idealized nature of life depicted on social media may shape viewers’ perspectives and lead to feelings of inferiority and self-image. These factors may worsen anxiety and depression, especially in young ones who are susceptible to social pressure. Therefore, content moderation and psychological support are necessary to prevent these problems. Aside from these, discussing false beliefs that are spread through social media is significant in stigma reduction(Rizzo et al., 2025).

   According to the study by Crooks et al., 2025,  certain research regarding Parkinson’s Disease, people who are diagnosed with this disorder are urged to conceal their condition or isolate themselves from the public.And not only people who have PD( Parkinson’s Disease) are stigmatized, but also their caregivers. One of the main factors in this prejudice is the lack of mental health literacy. The symptoms of Parkinson’s disease are not understood, leading to misconceptions about its manifestations(Crooks et al., 2025).

   It is evident that there is a lot of false information regarding mental health. And the more we understand mental disorders, the more we will understand how undesirable stigmatization is.Instead of stigmatizing others, why don’t we focus on propagating mental health literacy and respect to individual differences?

References:

Crooks, S., Mitchell, G., Wynne, L., & Carter, G. (2025). Exploring the stigma experienced by people affected by Parkinson’s disease: a systematic review. BMC Public Health, 25(1). https://doi.org/10.1186/s12889-024-21236-8

Helmus, K. L., Doorn, M. van, de, B., Myin-Germeys, I., Schirmbeck, F. N., Therese, Nieman, D. H., Jaspers, M. W. M., Popma, A., & Haan, L. de. (2025). Investigating the impact of acceptance and commitment therapy for mental healthcare professionals: the effect on patients´ self-stigmatization, a pilot study. Frontiers in Psychiatry, 15. https://doi.org/10.3389/fpsyt.2024.1390949

Pokharel, R. (2025). Exploring the Perception of Adolescent Students on Self-Stigma towards Mental Health and Counseling. Adhyayan Journal, 12(01), 81–90. https://doi.org/10.3126/aj.v12i01.73541

Rizzo, A., Calandi, L., Faranda, M., Rosano, M., Carlotta, V., & Vinci, E. (2025). Adv Med Psychol Public Health. 2, 125–130. https://doi.org/10.5281/zenodo.13223184

World Health Organization (WHO). (2022). Mental health: A global priority

DOI 10.5281/zenodo.15395179

    ABSTRACT

Teachers who are tasked with teaching MAPEH in schools are often faced with the challenges of delivering quality instruction in subject areas that may fall outside their areas of expertise. Effective coping strategies are crucial for ensuring that teachers can deliver high quality education and support studies development.

Hence, this descriptive-correlational research examined coping mechanisms and performance of teachers teaching MAPEH in West Isulan District, using questionnaires and descriptive and inferential statistics analysis.

The findings of this study shows that the average age of teachers of West Isulan District is 44 which suggests a highly experience workforce, ensuring strong expertise and mentorship. A female-dominated teaching workforce suggests gender imbalance, likely influenced by societal norms and career perceptions. The average years in service of teachers was 15.78 suggests that the teachers shows a stable and experienced teaching workforce. Teachers of West Isulan District were education graduate and specialized in general education which implies that they have formal training in teaching methodologies and foundational subjects.

         Teachers teaching MAPEH cope challenges by frequently uses specific teaching practices and interactive activities to address challenges in delivering MAPEH. On the level of performance, teachers demonstrated a very high level of performance and proficiency in teaching MAPEH subject. Finally, the performance of teachers teaching MAPEH is not affected by their profile variable but influence by coping mechanism.

Keywords: Coping mechanism, Level of Performance, Chi -Square analysis, Pearson r Correlation

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Electric vehicles (EVs) have developed rapidly over the years, and their rise is gradually transforming the field of automotive technology. With the global shift toward cleaner and more sustainable transportation, the automotive industry is now moving from internal combustion engines (ICE) to electric powertrains. This change not only affects how vehicles are manufactured and maintained but also influences how automotive technology is taught, especially in programs like the Bachelor of Technology and Livelihood Education (BTLED), particularly under the Industrial Arts major. Within this specialization, two key subjects where automotive technology is taught are Fundamentals of Automotive and Applied Automotive.

EVs are not entirely new. They were already being developed in the late 1800s and were appreciated for their smooth and quiet operation. However, when gasoline-powered cars became more affordable and efficient due to mass production, EVs lost popularity. It wasn’t until concerns about pollution and the rising fuel cost emerged in the late 20th century that electric vehicles regained interest and support.

Recent technological advances have brought EVs back to the forefront. Battery improvements, particularly lithium-ion technology, have increased vehicle range and reduced charging time. Electric motors, regenerative braking, and smart control systems have improved performance and energy efficiency. The expansion of charging infrastructure has also made EVs more practical for everyday use.

These changes have significantly affected how automotive technology is approached in education and training. Learning about electric vehicles is now a must for BTLED students specializing in automotive technology. They need to understand high-voltage systems, electric drivetrains, and software-based vehicle controls – skills not required before. Meanwhile, Instructors must also keep up with these developments. This involves updating course materials (e.g., syllabus, modules, IMs, etc.), incorporating hands-on training with EV parts, and undergoing retooling from institutions of advanced instruction or certification programs from TESDA to stay current with the technology.

The shift to EVs offers both challenges and opportunities. One challenge is the need to change teaching strategies and invest in new training equipment. However, this also presents a valuable opportunity to equip future technical-vocational teachers with up-to-date knowledge and skills. BTLED students, who will soon teach others, must be well-prepared to pass on this knowledge and train the next generation of automotive technicians in modern systems.

While EVs still face issues like high costs, battery disposal, and range limitations, their growing use will continue to influence how we design, build, and repair vehicles. For the BTLED program, adapting to this evolution ensures graduates remain relevant and capable in the fast-changing world of automotive technology.

In conclusion, the rise of electric vehicles is reshaping the automotive industry and the way we train future educators and technicians. For BTLED students and instructors, adapting to these changes is not just necessary. It is a huge responsibility that prepares them to lead and educate in a more sustainable and technologically advanced future.

DOI 10.5281/zenodo.15407748

ABSTRACT

Supporting the Gulayan sa Paaralan Program of the Department of Education, innovative approaches to vegetable production are essential, especially for schools with limited gardening space, like the Isabela National High School. This study addresses the lack of localized research on the design and acceptability of grow lights specifically developed for indoor hydroponic systems using the Kratky method. The study aimed to design, fabricate, and evaluate the acceptability of grow lights for an indoor hydroponic system featuring a two-layer design equipped with adjustable 30-watt bright white grow lights, capable of supporting 15 lettuce seedlings per layer. It was developed using readily available materials to provide an innovative and space-saving solution for year-round soil-free vegetable production. The project was assessed by 67 respondents, including faculty members, agriculture students, agriculturists, and hobbyists. Evaluation criteria included design and fabrication, economy, instructional applicability, durability, functionality, and safety, rated using a five-point Likert scale. Findings revealed that the developed grow lights were “highly acceptable” across all criteria. A significant difference in the level of acceptability was observed among different respondent groups and age brackets. The results support the conclusion that the indoor hydroponic system with grow lights is an effective, economical, and educational tool for gardening and instructional use. It allows the consistent production of high-quality vegetables free from pests and adverse weather conditions. The study recommends its integration in schools and encourages further development to enhance system performance and sustainability.

Keywords: Indoor hydroponic system, Grow lights, Kratky method, Acceptability, Gulayan sa Paaralan Program

DOI 10.5281/zenodo.15407964

ABSTRACT

Developing nutritious, locally sourced snacks supports food security and promotes the utilization of indigenous crops. Despite the growing interest in functional snacks, the combination of mung bean with tropical fruits like mango and Lakatan banana in polvoron remains underexplored. This study aimed to develop and evaluate the acceptability of mung bean polvoron enriched with mango and Lakatan banana in varying proportions. Utilizing a descriptive research design, the investigation focused on sensory attributes: appearance, aroma, taste, and texture. These were assessed through a nine-point Hedonic Likert Scale. The product was evaluated by 80 purposively selected respondents from different age groups: children, teenagers, adults, and food experts. The results revealed that all formulations were highly acceptable, with the mango-enriched variant receiving the highest sensory ratings. The Mungbean-Mango-Lakatan combination (M2) emerged as the most preferred formulation across all groups. ANOVA and post hoc tests showed significant differences in acceptability ratings across age groups, especially in formulations with Lakatan banana. Teenagers consistently gave higher ratings compared to adults and children. Nutritional analysis showed that the Mungbean-Mango-Lakatan variant had the highest protein (13.20g), fiber (4.10g), lipids (17.00g), and antioxidant activity (45 mg AAE). Shelf-life testing indicated stability for up to 15 days at room temperature. The study concludes that mung bean polvoron enriched with tropical fruits is not only nutritious and shelf-stable but also widely accepted by various consumer groups, thus suggesting strong potential for commercialization and inclusion in food and nutrition education.

Keywords: Mung bean polvoron, Sensory evaluation, Mango and Lakatan banana, Product acceptability, Nutritional value

DOI 10.5281/zenodo.15408781 

ABSTRACT

Developing alternative and sustainable ingredients in baking is crucial in addressing both nutritional deficiencies and food waste. However, there is limited research on the use of Bungulan banana flour, particularly comparing the effects of ripe and unripe stages, in the formulation of baked goods such as cookies and cakes. This study explored the utilization of Bungulan banana flour, derived from both ripe and unripe fruits, as a primary ingredient in baked products, specifically cookies and cakes. It aimed to examine the development process of Bungulan banana flour, determine the nutritional value of the resulting products, assess their sensory attributes, and evaluate their overall acceptability among various age groups and food experts. A total of 120 respondents, which included children, teenagers, adults, and food specialists, participated in the sensory evaluation using a structured questionnaire and a 9-point Likert scale. The development process involved systematic steps from banana preparation to baking and packaging. Nutritional analysis revealed that ripe banana flour enhanced protein content, while unripe flour contributed more fiber. Sensory results showed high acceptability of cookies and cakes made from ripe banana flour, particularly in taste and texture, with statistically significant differences favoring the ripe variant. The shelf-life study indicated that flour remained fresh for 10 days, cookies for 7 days, and cakes for 3 days at room temperature. Findings suggest that Bungulan banana flour, especially from ripe bananas, is a viable and nutritious alternative to traditional flour in baking, offering strong consumer appeal and potential for sustainable food product development.

Keywords: Bungulan banana flour, Ripe and unripe stages, Cookies and cakes, Nutritional value, Sustainable ingredients

DOI 10.5281/zenodo.15408781

Abstract: Using structural equation modeling, the study confirms the positive impact of FinTech on green product and process innovation in manufacturing enterprises and identifies the mediating role of green innovation in the FinTech–sustainable development relationship, with a full mediation effect on environmental performance. The findings highlight FinTech’s stronger influence on process innovation, offering theoretical and practical insights for green transformation and sustainable development in the manufacturing sector.

Keywords: FinTech, green innovation, sustainable development, manufacturing enterprises,  Guangdong Province, green industrial development.

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Abstract: The high-quality development of enterprises serves as the micro foundation for the high-quality economic development of Guangdong Province.Digital inclusive finance can inject new momentum into this process. This paper selects listed SMEs in Guangdong Province from 2011 to 2023 as research samples to explore the causal relationship between digital inclusive finance and the high-quality development of enterprises, as well as the moderating role of financial supervision.   The study finds that digital inclusive finance significantly promotes the high-quality development of enterprises.  However, there are structural differences in how different dimensions of digital inclusive finance impact enterprise development.  Among them, Depth of use has the strongest positive effect, followed by digitalization, while Breadth of coverage has the weakest effect. Further analysis reveals that financial supervision plays a positive moderating role in this relationship. Under effective financial supervision, the positive impact of digital inclusive finance on high-quality enterprise development is further strengthened.

Keywords: digital inclusive finance; high-quality enterprise development; digitization.

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Introduction

              Reading is a crucial method of information acquisition that is vital to language development. The goal of English instruction is to "cultivate students' strong reading ability, certain listening and translating ability, and preliminary writing and speaking abilities, so that students can use English as a tool to obtain the required information across most subject areas in Senior High School." English is a fundamental subject in the primary and secondary curriculum and a core subject in the senior high school prospectus, particularly in the course Reading and Writing Skills. It is one of several subjects for Filipino students as preparation for their tertiary education. Reading is evidently the major goal of foreign language instruction in college English learning and a key issue that students need to resolve.

         During the 1950s, the notion of second language learning was merely a supplement to actual instruction. It began to take shape in the 1970s, continued to grow in the 1980s, and gave rise to numerous new theories in the 1990s. One of the key figures in the field of second language acquisition theory is Stephen Krashen. In his book Principles and Practice of Second Language Learning, published in 1982, Krashen put forward the theoretical framework of second language learning. This framework synthesizes recent research on second language acquisition and foreign language learning, systematizing numerous studies and hypotheses into a coherent theory. The Natural Order Hypothesis, Monitor Hypothesis, Affective Filter Hypothesis, Acquisition-Learning Hypothesis, and Input Hypothesis, collectively known as the Input Hypothesis Theory, were formally summarized by Krashen in his 1985 book. His Input Hypothesis and Acquisition-Learning Hypothesis have significantly improved English reading instruction.

         Numerous studies have been conducted abroad on the use of autonomous learning theory and second language acquisition theory to inform reading instruction. Due to variations in students' development experiences and learning contexts, international research on reading instruction has produced comparatively positive results; nevertheless, the relevance of these findings to Filipino children has not been confirmed. English reading has been the subject of extensive study by several academics in recent decades. Fang (2023) highlighted the value of comprehensible input in teaching activities, provided ways for enhancing market implementation, and expounded on the relevance of Input Hypothesis Theory in the context of teaching extended reading to English majors. Feng (2023) emphasized that the goal of reading is to acquire knowledge and noted that reading is a way to comprehend and assimilate written material. To raise students' literary literacy—that is, to develop their reading comprehension—we must not only focus on teaching reading skills but also on studying the nature of reading.

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Abstract

The study investigated the Level of Mindfulness Program and its impact on academic performance in mathematics at Global Sevilla Pulo Mas. Utilizing a quantitative descriptive survey research design, the study collected data from 171 upper primary students, categorized by age, gender, and grade level. The research employed a teacher-designed survey questionnaire to evaluate the mindfulness program in terms of its objectives, content, administrative support, monitoring and evaluation, and feedback mechanisms.

Findings revealed that the program was rated as highly implemented across all indicators. However, no significant differences were found in program implementation when grouped by students’ demographic profiles (age, sex, and grade level). Additionally, the study reported a low correlation between the level of program implementation and students' mathematics performance.

The results suggest that while the mindfulness program is effectively executed, its direct influence on mathematics performance is limited. Based on these findings, the study recommends involving all stakeholders to enhance the program's comprehensiveness and address factors beyond mindfulness, such as instructional strategies and cognitive interventions, to improve academic outcomes.

This research highlights the importance of continuous program evaluation and a holistic approach to fostering both student well-being and academic success.

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ABSTRACT

The innovative use of agricultural by-products like rambutan seeds contributes to sustainable food and beverage development. While various non-caffeinated coffee alternatives have been studied, little is known about the potential of rambutan (Nephelium lappaceum) seeds as a viable option. This study explored the feasibility of developing rambutan seeds as a non-caffeine-based coffee alternative, focusing on preparation processes, chemical properties, sensory attributes, and acceptability. Rambutan seeds were prepared using two drying methods: cabinet drying at 63°C and oven drying at 180°C – then roasted, ground, and brewed. Chemical analyses revealed that oven-dried samples had lower moisture content and higher energy yield, while cabinet-dried samples retained more antioxidants and proteins. Phytochemical results confirmed that both methods preserved essential compounds such as phenolics and flavonoids. Sensory evaluation involving 80 respondents, which comprised adults, food experts, baristas, and coffee shop owners, assessed aroma, color, texture, taste, and overall acceptability using a hedonic scale. Oven-dried coffee was preferred in terms of appearance, texture, and flavor, while cabinet-dried coffee excelled in aroma. Statistical analysis showed no significant differences in acceptability across respondent groups, though oven-dried samples received slightly higher overall ratings. Both drying methods produced highly acceptable coffee alternatives, confirming rambutan seed coffee’s potential as a palatable, healthful, and sustainable non-caffeinated beverage.

Keywords: Rambutan seeds, Non-caffeinated coffee, Drying methods, Phytochemical analysis, Sensory evaluation

DOI 1 10.5281/zenodo.15478241

ABSTRACT

The study focuses on the user-centered development and experience evaluation of a computer-assisted system designed for ICT content creation in special needs education at Santa Cruz Integrated National High School. The primary objective is to enhance educational equity and inclusion by providing customized, engaging, and accessible educational content tailored to SNED (Special Needs Education) learners' unique needs. The research involves developing the tool, designing user-friendly instructional materials, assessing the tool’s effectiveness, and gathering data to improve teacher-student relationships. The study highlights the importance of investing in technology-driven solutions for learners with special needs to promote educational equity and inclusion. The tool's features, such as adaptive learning algorithms, customizable materials, sign language functionality, and augmented reality, ensure that it caters to the diverse needs of SNED learners. Feedback from teachers and students indicates that the tool is user-friendly and effective in improving the learning experience. The iterative development process, which involved multiple stages of prototyping, testing, and refinement, ensured that the tool met the specific needs of its users. The study concludes that the developed computer-assisted technology tool effectively enhances the learning process for SNED learners and recommends further research, continuous professional development for teachers, regular updates to the tool, and collaboration among stakeholders for successful implementation and adoption.

Keywords: SNED Learners, SNED Education, ICT Content, User- Centered Development, Adaptive Learning, Inclusive Class, Iterative Development Process

DOI 10.5281/zenodo.15478296

ABSTRACT

This qualitative study explored the lived experiences of registered guidance counselors in Secondary and Higher Educational Institutions (HEIs) in Tarlac Province who have been dealing with cases of student suicidal attempts. Phenomenology was employed as research design to reveal the professional and personal experiences of the counselors when dealing with the emotional, psychological dilemmas involved in coping with such crisis situations. Seven registered guidance counselors were purposively selected as they were experts in and directly involved in handling the suicidal attempts of the students. Data collection involved in-depth semi-structured interviews and data analysis through thematic analysis, culminating in emergent themes being the sense of purpose and call to vocation, emotional resilience and coping mechanisms, impact of client resistance, inadequate support networks, counseling stigmatization, and unwavering commitment to service on the part of counselors. Results found that faith, embracing professional boundaries, and collaborative care were core to their practice. Targeted intervention strategies such as the collaborative care model, technology-assisted psychoeducation programs, and social media campaigns were suggested by the study to tackle challenges noted. The outcomes call for increased mental health support, improved counselor well-being initiatives, and stigma reduction within schools. This research provides important insights into enhancing guidance counseling practices and guides the development of policies for integrated mental health care in schools

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ABSTRACT

Innovative physical education (PE) programs are developing nationally and locally to promote student health and development. Teenage inactivity and childhood obesity need PE curriculum change nationwide. Modern programs teach leadership, teamwork, resilience, and fitness. Teachers and politicians address these concerns by promoting varied and inclusive PE programs that accept students of all athletic abilities, promote healthy lives, and encourage lifelong physical activity. Fun and varied activities promote mental, social, and emotional well-being in innovative PE programs that match community needs. No matter their athletic skill, these activities get youngsters moving. Companies, local organizations, and parents must work together to provide kids with a life skills-learning environment. This regional program shows a broader commitment to resilient adolescents. Innovations in physical education help create well-rounded, responsible global citizens. Innovative PE curriculum addresses global problems, including obesity and inactive lifestyles, via technology, inclusivity, and mental health. Through imaginative and dynamic physical education, these programs provide kids with confidence and empathy to address global issues. In specific educational and institutional contexts, creative PE programs are essential. According to the Philippine Sports Commission's Road Map and DepEd Memorandum No. 202, sports strengthen communities and educate. Student-athlete development at Caraga State University combines academic and athletic achievement via values and strategic goals. Though progress has been achieved, research on how new PE programs affect high school students is scarce. Innovation and diversity in PE programs have not been studied for their effects on students' mental and physical health. Integrating evidence-based solutions into PE curricula, satisfying student needs, and encouraging lifetime physical activity requires closing the research gap.

Keywords: Empowering Movement, Efficacy, Physical Education Activities, Innovative Instructional Materials.

DOI 10.5281/zenodo.15479369 

Abstract. Klebsiella oxytoca, an opportunistic pathogen that has recently been identified as a unique complex. The identification of alternative therapeutic approaches, surveillance of antibiotic resistance, and clinical diagnostics were all significantly impacted by the existence of this bacterial specie. In the SENTRY surveillance system, K. oxytoca clinical isolates showed varying rates of non-susceptibility to different antibiotics. Owing to its capacity to develop resistance to antibiotics and possessing numerous virulent genes, the K. oxytoca complex has the capacity to threaten human health. Antidesma bunius, commonly known as Bignay, on the other hand, is a fruit native to Indonesia and Malay Peninsula, and is introduced to the Philippines at the early age. It is a fruit commonly grown from Northern Luzon to Mindanao. Studies have shown that Antidesma bunius has an activity inhibiting the growth of bacteria as a potential antibacterial agent. This study investigated the ability of Antidesma bunius fruit ethanolic extract to inhibit the growth of Klebsiella oxytoca in varying concentrations of 25%, 50%, 75%, and 100% using agar disc-diffusion assay with Kanamycin (30ug) as the positive control. The findings of the study showed that Antidesma bunius inhibited the growth of Klebsiella oxytoca in 50%, 75%, 100% concentrations, and minimal at 25%. Compared to the positive and negative control, this shows that the Antidesma bunius fruit ethanolic extracts has significant difference in the zone of inhibition (ZOI) denoting the potential use of Bignay ethanolic extracts as an antibacterial agent.

Keywords: Agar disc-diffusion method, Antidesma bunius, Bignay, Klebsiella oxytoca, Zone of Inhibition

DOI 10.5281/zenodo.15479446

Abstract

The waste management project in Zhongwei Zhichuang, China, transformed traditional waste handling practices into a profitable and sustainable system. The project reduced waste management costs by 30%, generating revenue from recycling and improving operational efficiency. It also improved operational efficiency by 20%, and reduced project delays by 67%. The project successfully diverted over 70% of construction waste from landfills, promoting reuse and recycling, and reducing environmental degradation. The project also enhanced the market reputation of participating firms, leading to a 20% increase in contracts secured and a 7% rise in average contract value. The project serves as a model for construction firms globally, demonstrating the potential of waste management systems to contribute to long-term growth and resilience in the construction sector.

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INTRODUCTION

Professional identity and teacher competency are two critical factors that significantly influence the effectiveness and quality of early childhood education. Professional identity refers to an individual's perception and internalization of their role, values, and sense of belonging within the teaching profession. It encompasses a commitment to continuous learning, reflection, and improvement to enhance professional abilities (Li, 2022). Research has shown that professional identity is closely linked to various outcomes such as career satisfaction, job burnout, turnover intention, and work behavior among teachers (Yu et al., 2019; Liu & Liu, 2020; Zhu, 2019; Zhang et al., 2020; Xu, 2021).

In parallel, teacher competency encompasses a teacher's ability to efficiently and effectively fulfill their responsibilities in education and teaching, including attitudes, skills, psychological characteristics, and motivational factors (Peng, 2019). The quality of teachers directly impacts the quality of education, prompting increased attention from educational stakeholders worldwide (Zhang, 2020).

In China, there has been a concerted effort to elevate the quality of nursery education and cultivate excellent nursery teachers. Policies such as the "Opinions on the Implementation of Excellent Teacher Training Plan 2.0" underscore the importance of nurturing highly competent nursery teachers (He & Kang, 2021). The competence of nursery teachers is crucial for the development of the nursery industry and the successful education of young children (Gao, 2020).

While external factors such as policies and training programs play a significant role in shaping teacher competency, internal factors such as demographics and personal initiative also exert influence. Studies have found that variables such as gender, age, teaching experience, educational level, and parental status can impact teachers' competency levels (He, 2021; Wang, 2019; Qin, 2021).

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Imagine a morning where a teacher stepped foot onto the campus of a university carrying two bags; one filled with textbooks and lesson plans, and the other bursting with badges, a scarf, and the contagious energy of young women, eager to explore. This is the daily rhythm of an educator who is also a Girl Scout Moderator. Someone who knows teaching isn’t just about lessons, but about lighting a fire in future leaders. To these teachers, teaching isn’t just equations or history dates. It’s about showing up for the students who’s also the nation’s future leaders. Because of this, being a mentor transcends the classroom.

It empowers students to become compassionate citizens and leaders who have integrity, resilience, and humility. As a teacher, she shapes students’ futures in classrooms and mentor’s young women as a Girl Scout Moderator. Teachers like her show how balancing these roles amplifies education’s power, turns mentorship into guidance, and creates leaders who lead with strength and kindness.

         In classrooms, historical dates and equations are more than just obstacles, they are tools used to shape critical thinkers and ethical decision-makers that the society needs. When a student hesitates to speak their mind, it’s the teacher’s role to transform that hesitation to courage. The statistics show that emotional growth and academic success are linked together. Once students learn that the teacher in front of them cares more about who they are than the scores that they get on their periodical examination, students thrive (Roorda et al., 2017). Thus in an institution like a university, where many students are scholars who may need to juggle financial and familial burdens, teachers remind them daily how a person’s value isn’t dependent on their grades, but on how they lift others. A bad quiz score is a lesson in resilience and perseverance and trains the students for life’s tougher choices.

         Working in education means a person needs to go beyond the comfort of the four corners of a classroom and into the adventurous mountains and camping sites. Due to this, flexibility, adaptability, and open-mindedness are a must. Aside from being a teacher, there are many other ways of teaching and inspiring the youth; one of these ways is being a Girl Scout moderator, who not only serves as a leader but also a mentor to young girls.

         A moderator plans Girl Scout events necessary to foster leadership skills, positive communication, and engagement within the community. Evidently, on the Girl Scouts of the Philippines’ (GSP) official website, numerous programs cater to the enhancement of different skills that are necessary to manage everyday life. A noteworthy program that further supports the refinement of the previously mentioned skills is the Scouts Entrepreneurial Endeavors for Development (SEED). Planning these events enhances organizational skills that inspire their followers to do the same, which could also be brought into the formal workplace of a teacher. Furthermore, the difficult decisions made by the moderators are not just to show how well they do their job but also a sign that they care.

         While leaders and mentors are crucial in group management, these roles have key differences that set them apart. The focus of these two roles is what makes up the majority of their differences. As explained by McKinsey & Company (2024), leadership focuses on managing a group to achieve the collective goal of the organization. On the other hand, mentorship is centered on a more experienced person guiding their mentee to personal and professional growth (Berkley Lab, 2024). When digging deeper into the role of Girl Scout moderators, it is evident that they are closer to being mentors than leaders. This shows how these moderator mentor young girls to be effective leaders, like how teachers mentor their students to become better versions of themselves.

         Ultimately, the role of teachers and moderators is to become mentors to the youth that would help them manage through different walks of life. Be one of their support systems that builds their leadership skills, resilience, respect, and sense of community. Enough time has passed to realize that the job of an educator is not limited to paper works and PowerPoint presentations; it also requires warm hands that reach their students' and mentees’ hearts alike to power their minds and souls to do even greater things that could change the world.

REFERENCES

Girl Scout of the Philippines. (n.d.). SEED. https://girlscouts.org.ph/programs/seed

McKinsey & Company. (2024). What is Leadership?. McKinsey & Company. https://www.mckinsey.com/featured-insights/mckinsey-explainers/what-is-leadership

Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. Y. (2017). Affective teacher–student relationships and students’ engagement and achievement: A meta-analytic update and test of the mediating role of engagement. School Psychology Review, 46(3), 239–261. https://doi.org/10.17105/spr-2017-0035.v46-3

What is Mentorship? (2024). Berkley Lab. https://cs.lbl.gov/work/csa-mentoring-program/what-is-mentorship/

DOI 10.5281/zenodo.15514824

Abstract

The connections between oral healthcare, pain management, and mental health present an interesting area for integrated health research and practice. This article considers the reciprocal relationship between oral health and mental health, taking into consideration the roles of chronic pain and dental fear to continue the cycle of distress related to mental health. The disciplines of nursing, anesthesia, dental hygiene, and mental health each have unique contributions to effective oral healthcare and this article emphasizes that collaboration is necessary to best serve patient outcomes. By reviewing available literature on integrated care, we identified gaps in interdisciplinary care and opportunities to facilitate evidence-based collaboration in the provision of more integrated, holistic, person-centered care. The results provided strong support for the development of integrated care models that can enhance collaboration between health care silos, and more effectively meet the physical and mental health needs of patients and create opportunities for improved outcomes.

Keywords: oral health, pain management, mental health, interdisciplinary care, dental anxiety, nursing, anesthesia, dental hygiene, psychological well-being

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ABSTRACT

This study aimed to determine the leadership skills of school heads and teachers' performance in public elementary schools in Taytay-Sub Office, Division of Rizal during the School Year 2023-2024.

The study utilized quantitative research design and used a modified-adopted questionnaire checklist to gather responses. The subjects of the study were the ten public elementary schools consisting of one hundred fifty-five teachers from kinder to grade six and ten school heads with a total of one hundred sixty-five respondents. They were described in terms of age, sex, highest educational attainment, length of service, and position. The perception of the respondents on the leadership skills of the school heads in public elementary school in Taytay Sub-office, Division of Rizal was measured with respect to leading strategically, managing school operations and resources, developing others, focusing on teaching and learning, and building connection.

The study was conducted in the ten (10) public elementary schools in Taytay Sub-Office, Division of Rizal that were selected through simple random sampling technique. The respondents were the 165 school heads and teachers from Taytay Sub-Office.

         Findings revealed that majority of the respondents are females ages between twenty-six to forty-five years old, hold bachelor’s or master’s degrees, and with four to ten years of service as Teacher I. The perception of the respondents regarding school heads' leadership skills, including leading strategically, managing school operations and resources, developing others, focusing on teaching and learning, and building connections, indicate high satisfaction across the variables.

         However, a significant difference is noted in leadership skills concerning educational attainment, with no notable variations based on age, sex, length of service, or position. Teacher performance evaluations, as indicated by their Individual Performance Commitment and Review Form (IPCRF), are predominantly rated as Very Satisfactory. Despite this, no significant relationship is found between school heads' leadership skills and teacher performance.

         It was concluded that educational attainment significantly influences school heads' leadership skills, particularly in strategic planning and staff development. However, leadership skills do not directly determine teacher performance.

         In the light of the findings of the study, the researcher came up with the proposed strategic plan on the leadership skills of school heads and teachers’ performance in public elementary schools.

         In summary, understanding the significant factors influencing teachers’ performance can lead to the enhancement of teaching practices, ultimately improving student learning outcomes and educational attainment. And leadership skills, particularly strong supervisory abilities, have a profound impact on teacher development, school culture, and student achievement. Emphasizing instructional supervision, constructive feedback, and collaborative discussions, successful school heads create an environment conducive to continuous improvement. Interpersonal skills, emotional intelligence, and reflective practices contribute to building trust and rapport within the school community. Additionally, strategic planning, particularly in response to crises, is closely linked to an organization's ability to thrive.

DOI 10.5281/zenodo.15532132

Abstract

This study assessed the learning competencies and soft-skill communication levels of students who completed the Purposive Communication course in selected universities in Pangasinan. Using a descriptive-correlational design, data were gathered from 1,200 students through an adapted self-assessed questionnaire to measure students’ competencies in Purposive Communication and soft-skill communication. The development of the instrument was grounded in widely accepted educational frameworks, communication competency models, and research-based principles relevant to effective instruction in Purposive Communication and identifying soft-skill communication competencies. Results were analyzed using Weighted Mean, Average Weighted Mean, and Pearson correlation. Results showed that students demonstrated high competency in Purposive Communication (AWM = 3.54), particularly in General Education Principles (WM = 3.57), Core Competency (WM = 3.54), Student-Centered Teaching (WM = 3.53), and Course-Expected Learning Outcomes (WM = 3.53). For soft-skill communication, students were rated as Proficient (AWM = 3.57), excelling in oral, written, and multicultural communication (WM = 3.58 each). However, no significant correlation (p > 0.05) was found between academic communication learning and soft-skill competencies, suggesting a gap between theoretical knowledge and real-world application. To address this, the study recommends integrating experiential learning tasks, enhancing faculty training, promoting digital and multicultural communication, and establishing Communication Labs. A comprehensive action plan was developed to bridge the identified gaps and enhance both academic and interpersonal communication outcomes.

Keywords: Purposive Communication, Soft-skill Communication, Learning Competency, Communication Competency, Descriptive-Correlational Study, Experiential Learning

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Abstract

This research explored the roles of Speech-Language Pathologists (SLPs) delving on the rewards and challenges of working in Special Education environment. This qualitative-phenomenological study utilized semi-structured interview involving 10 SLPs in Metro Manila.

         Subsequently, the collected data were transcribed and analyzed using Colaizzi’s method of data analysis for accurate analysis and interpretation of data that emerged to three themes:  Key responsibilities and daily tasks has three sub-themes,  Facing the increasing challenges of educating with purpose with three sub-themes, and Navigating the challenges of supporting students with special needs; and Breaking through the struggles of educating with purpose with three sub-themes.

         The study unveiled that the roles and experiences of Speech-Language Pathologists (SLPs) in special education are multifaceted and dynamic, encompassing a range of key responsibilities and daily tasks. SLPs not only play various roles such as therapists, educators, and advocates, but they also employ diverse strategies tailored to each student’s unique needs, ensuring effective communication development. Speech-language pathologists (SLPs) are essential contributors to the field of special education, yet they frequently encounter considerable obstacles. These challenges include navigating the intricate frameworks of Special Needs Education (SNED), facing difficulties in collaborating with other professionals, and struggling to effectively engage families in the intervention process. Nevertheless, SLPs remain dedicated to their purpose by advocating for students, promoting interdisciplinary collaboration, and educating stakeholders to create nurturing environments. Through these efforts, they find significant professional satisfaction. Their work is further enhanced by involving families in meaningful ways, providing resources to enhance communication at home, and observing students develop both skills and self-assurance. With the support of proactive administration and collaborative efforts across disciplines, SLPs are equipped to create enduring, positive changes in both academic and social contexts.

         It is recommended to review effective speech and language program guidelines, focusing on best practices, therapeutic techniques for children with Autism Spectrum Disorders (ASD), and case studies to understand real-world applications. Additionally, examining workload factors, parental involvement, intervention models, and the role of technology will help develop strategies to improve SLPs' effectiveness and overall student success in special education.

Keywords: Speech Language Pathologist, Autism Spectrum Disorders, Special Education, Professional Fulfillment, Parental Involvement Barriers, Individualized Education Program, Language Development.

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Abstract

The study aimed to see if technical assistance could considerably boost instructors' professional development. Two hundred and eight (208) from Binangonan district schools to answer the survey questionnaire that collected information of the teachers’ profile, the extent of technical assistance provided in terms of curriculum and teaching, learning environment, and leadership, and the respondents' agreement level on whether the technical assistance enhances teachers' professional development. Results showed that there is a significant gender disparity, with most teachers being female. The respondents covered various academic subjects, with Filipino, science, and mathematics being the most common. Curriculum and teaching support, such as generating contextualized resources and enhancing 21st-century abilities, are highly valued. Similarly, teachers value assistance in creating a healthy learning environment, which includes promoting mental health and addressing safety concerns. Finally, teachers realize the benefit of leadership help, notably in school planning, community participation, and stakeholder services. Teachers rate the technical support they receive as useful in furthering their professional development. The data showed that demographic characteristics influence the level of assistance received by teachers. An increase in technical support is associated with a higher number of teachers recognizing its favorable impact on their professional growth.

Keywords: Technical assistance (TA), mentorship, Professional growth

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On October 29, 1968, the Supreme Court of the Philippines rendered a decision in this historic case.

 This review examines the Supreme Court of the Philippines’ decision in Gomez v. Palomar (25 SCRA 827, 1968), a case pivotal in Philippine tax law.  The case centered on the constitutionality of Republic Act No. 1635, as amended by Republic Act No. 2631, which mandated the purchase of an anti-tuberculosis (TB) stamp for every piece of mail.  The petitioner, Benjamin Gomez, challenged the law, arguing it violated the equal protection clause of the Constitution.

Gomez argued that the regulation created an artificial classification and unfairly singled out mail users for taxation. The Court, however, upheld the law’s constitutionality. The decision focused on the legislature’s extensive authority to choose tax topics and provide exemptions, highlighting the adaptability involved in creating tax structures to satisfy certain social demands. Based on their financial capacity, their use of a postal service privilege, and the administrative ease of the stamp system, the Court determined that the classification of mail users was justified.

He argued that the law is unconstitutional because it unfairly targets tuberculosis while ignoring other serious diseases, and it improperly delegates legislative power to the Postmaster General by allowing him to decide which mail is taxed. The main issue was the constitutionality of Republic Act No. 1635, as amended.

The Court upheld the legislature’s authority to classify taxpayers, allowing distinctions based on factors like financial capacity and service benefits. However, its reliance on the “privilege” argument raises concerns, as labeling mail access a privilege may overlook its essential role in a functioning society. While the Court highlighted administrative convenience, it may have overlooked the unequal burden on low income individuals who depend on postal services. Practicality matters in tax enforcement, but it shouldn't come at the cost of fairness and equity.

The Supreme Court defended its ruling by stating that taxes don't need to apply uniformly to everyone, as long as there is a reasonable basis for classification. In this case, the classification was justified by mail users' ability to pay and the practicality of collecting the tax via the postal system. The Court noted that similar selective taxes, like excise duties on alcohol and tobacco, also target specific groups instead of the general public.

Despite the Court’s decision, concerns persist about the fairness of placing the financial burden solely on mail users while other sectors were exempt. This raises ethical and legal questions about the use of taxation for charitable purposes and whether it should be more evenly distributed. Some scholars worry the case may set a precedent for future selective taxation that could unfairly impact certain groups. The Court upheld the tax as serving a valid public purpose fighting tuberculosis and noted that taxes need not directly benefit each taxpayer. It supported the flat-rate system for its simplicity and found the Postmaster General’s actions lawful, allowing cash payments despite the law's silence, showing a flexible approach to enforcement.

Conclusion:

Gomez v. Palomar remains a key precedent in Philippine tax law, confirming legislative authority in tax classification. However, its focus on taxation as a "privilege" and administrative convenience raises concerns about fairness, particularly regarding essential services like postal delivery. The decision should be reassessed in light of modern views on equal protection.

Reference:

G.R. No. L-23645. October 29, 1968 (Case Brief / Digest)

DOI 10.5281/zenodo.15542713

The call for transformational leadership has never been more urgent in an ever-evolving educational landscape. At NU MOA, we're redefining what it means to lead—not just from the front of the classroom but throughout every layer of our academic structure.

In response, we have developed a Transformational Leadership Framework to help both students and teachers achieve creativity, practical application, and diversity in the classroom.

A cornerstone of this initiative is aligning the curriculum with leadership competencies and real-world demands. Each term in the updated curriculum targets a specific leadership focus, gradually building students' skills from foundational principles to applied, real-world experiences. For example, in the first term, the courses begin with an overview of leadership ethics and fundamental decision-making skills, then cover strategic thinking and industry experience, culminating in outputs encouraging inclusive and collaborative leadership.

What sets NU MOA apart is our commitment to bridging academia and industry. Yearly curriculum reviews with input from industry advisory boards ensure that our academic offerings stay current, applicable, and aligned with workforce needs—preparing graduates to be both academically equipped and ready to meet industry expectations.

Equally important is how we teach. Transformational leadership thrives in classrooms where innovation and student engagement are prioritized. We empower educators to adopt flexible, outcomes-based teaching strategies through faculty onboarding programs and continuous professional development. Student-led presentations, for example, foster essential leadership traits like confidence, communication, and collaboration. Classroom observations allows educators to adjust the learning practices and approaches suited to the student needs and curriculum alignment.

We also emphasize data-driven instruction. Formative assessments allow teachers to intervene promptly when students struggle, offering opportunities to redo outputs within a defined timeline. This practice encourages resilience, persistence, and self-accountability—hallmarks of effective leadership.

Beyond academics, student well-being is central to our vision. NU MOA coordinates closely with guidance counselors and health services to provide timely support for students facing developmental or mental health challenges. This proactive approach reduces stigma and promotes a culture of empathy, care, and inclusivity.

Lastly, we recognize the power of peer influence in student success. We create non-traditional, motivating spaces where students can thrive together by engaging student organizations in educational events and mentorship programs.

Ultimately, our transformational leadership framework isn't just about curriculum or teaching—it's about nurturing the whole student. It's about preparing future leaders who are skilled and knowledgeable but also compassionate, resilient, and ready to make a difference in their communities and the world.

DOI 10.5281/zenodo.15542818

This study explored the challenges and obstacles encountered in the implementation of the Religious of the Virgin Mary (RVM) curriculum at St. Mary’s Academy of Pasay City, Inc., as assessed by teachers and administrators. Specifically, it sought to: 1) assess the challenges encountered during curriculum implementation based on key influencing factors such as student-related concerns, teacher-related issues, curriculum design, instructional supervision and administration, resource materials and facilities, and support systems; 2) determine whether there is a significant difference in the assessments of teachers and administrators; and 3) propose an output to enhance curriculum implementation based on the findings.

         A quantitative – descriptive design was utilized, employing validated survey questionnaire. The reliability of the instrument was confirmed using Cronbach’s Alpha, and data normality was established through the Shapiro-Wilk test. Descriptive statistics, including mean and composite means, were used to interpret the level of challenges, while an independent samples t-test was applied to determine any significant difference in assessments between teachers and administrators.

         Findings revealed that both groups perceived low levels of challenges, with administrators identifying more student-related concerns. Further examination of results showed there are potential problems on teachers’ consistency in implementing the RVM curriculum, the RVM curriculum needing greater real-world applications and more realistic expectations and being overburdened with irrelevant and redundant competencies, lack of specialized support personnel, overburdened support staff, and unreliable internet connectivity. No significant difference found in their  assessments, indicating a shared perspective on curriculum implementation challenges. Based on these findings, a Comprehensive Action Plan was proposed, focusing on student support initiatives, faculty development and curriculum alignment, instructional supervision and leadership optimization, infrastructure, and resource enhancement, and strengthened home-school partnership. The implications of the study underscore the importance of collaborative efforts and continuous assessment to ensure effective delivery of the RVM curriculum.

Keywords: Curriculum Implementation, Challenges and Obstacles, RVM Curriculum

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Abstract

This study aimed to develop a holistic mentoring program designed for youth ministry leaders in the United Methodist Church (UMC), Philippines. Recognizing the challenges faced by young leaders in Christian ministry—including gaps in spiritual formation, personality development, communication skills, and leadership abilities—the research employed a quantitative-descriptive design to assess leadership needs across five key domains. A validated questionnaire was administered to 160 respondents, composed of current and former youth officers. Results indicated that spiritual formation emerged as the highest-ranked leadership need, followed closely by personality development and communication skills. The data also revealed a lack of structured mentoring systems within the district, with most leadership development occurring informally. In response, a five-module Holistic Mentoring Program was designed, integrating biblical principles, leadership theory, and practical ministry strategies. The program sought to cultivate Christlike character, nurture personal growth, and develop essential leadership competencies through intentional mentorship, guided reflection, and community engagement. By encouraging a culture of mentoring within youth ministry, this study provides a replicable model for faith communities seeking to empower the next generation of servant-leaders. The study highlighted the importance of intentional mentoring in shaping future leaders and encourages further research on its implementation across different denominational contexts.

Keywords: mentoring, youth ministry, leadership development, spiritual formation

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Introduction

Inherent limitations are natural restrictions that crop from the veritably nature of a government’s authority to impose levies. These constraints live apart from written laws or indigenous practices and are intended to ensure the indifferent, reasonable, and applicable use of the trying power.

Summary of the Article

Inherent limitations serve as erected- in safeguards that help maintain fairness in the exercise of taxation. One essential demand is that levies must be assessed for a public purpose, meaning they should profit the community as a whole rather than favor particular individualities or private groups. However, it may be considered unconstitutional, if a duty serves only private interests.

Also, the authority to impose levies is typically not transferable. This indicates that only the legislative arm of government has the jurisdiction to implement duty measures, while exceptions exist, such as when original government entities are granted authorization to collect specific taxes through parliamentary blessing. Another significant limitation is the jurisdictional scope of taxation. In general, a government may only extend its authority inside its own jurisdiction; nevertheless, there are special instances in which non-residents' money derived from domestic sources can be examined.

         The principle of transnational harmony also applies, feting the sovereignty of other nations and precluding the duty of levies on foreign countries and their representatives within a country’s borders. Moreover, government agencies are often exempt from paying taxes, ensuring that public funds are spent towards providing services to citizens rather than being reclaimed internally inside government realities.

 Analysis

These essential restrictions are essential for maintaining just and reasonable limits on the exacting authority’s reach. Indeed, without unequivocal legal vittles, they operate as protections against implicit abuse or overextension of duty powers. The demand that levies be for public purposes is a long- standing principle, upheld by courts to help taxation from being used for private gain.

         Another important avoidance is the conception of on-delegation, which keeps the obligation of levies fully in the hands of the council, assuring responsibility and monitoring. Although limited authority may be given to original government units under proper legislative guidance, the core power remains with the public legislative body.

Territoriality farther confines the government’s exacting authority to its geographical boundaries, with specific allowances for trying certain income sourced domestically, indeed if earned By non-residents. The conception of transnational harmony reinforces respect for the sovereignty of other nations by exempting their governments and officers from domestic taxation.

Incipiently, duty immunity for the government and its agencies are in place to make sure public finances are used efficiently for services and structure, rather than being cycled back into government resources through levies. Together, these limitations produce a frame that ensures levies are assessed only when justified, serving society as a total while esteeming individual and transnational rights.

 Conclusion

In conclusion, the important constraints on the authority to stretch serve an important role in maintaining justice, responsibility, and global respect in the application of duty rules. These principles together support a balanced system by assuming that levies serve a public good, prohibiting unauthorized transfer of trying authority, keeping duty collecting within a government's home, respecting the sovereignty of other nations, and exempting government agencies from taxation. They protect persons and private realities from undue obligation burdens while ensuring that government funds are wisely spent to the lesser general interest.

Reference

https://www.respicio.ph/bar/2025/mercantile-and-taxation-laws/taxation-law/general-principles/inherent-and-constitutional-limitations-of-taxation

DOI 10.5281/zenodo.15558954

Introduction

Teaching reading with comprehension is one of the challenging tasks that a teacher should focus on. It starts from decoding words and then finding meaning based on how the words are used in the context. As a cornerstone of the four macro skills in communication, teaching reading with comprehension requires a lot of patience and innovation to attain the desired results. One of the innovations which a teacher should apply is by crafting reading materials that are relatable to the students’ everyday life and to the communities where they belong to. By doing this, students can easily grasp the leaning competency in reading in a simplest way. 

         Furthermore, the capacity to interpret a sentence's meaning in one's own words is a component of reading comprehension. This includes putting the text one has read to use in their daily lives. A person's ability to express some of his life experiences and connect them to the written text is an indicator of reading with comprehension. The fact that there are some sentimental attachments to it indicates that the person fully understands the gist of the written text (Wilhelm, 2018).

The recent 2018 research conducted by the Program for International Student Assessment (PISA) tested around 600,000 students aged 15-year-old over 79 participating countries. The study found out that the Philippines ranked the lowest in terms of Reading Comprehension with 340, which is the lowest score in all countries surveyed. Similarly, according to the latest results of 2022 Program for International Student Assessment (PISA) showed that our country ranked sixth from the bottom in reading with an average score of 347. Meanwhile, the results of the 2019 Southeast Asia Primary Learning Metrics (SEA- PLM) showed that 27% of Filipino students in Grade 5 were only able to recognize single words, while only 10% developed enough reading skills to properly transition to high school (Chi, 2023).

To address these pressing issues on the low performance of our students particularly on reading comprehension in international assessments, the Department of Education has launched various reading programs such as: Brigada Pagbasa which focuses on helping and guiding the learners to enhance their reading ability. In this reading intervention, the DepEd really hopes to help the children and youth by initiating various learning activities that will boost their confidence as they become competitive academically. Another reading comprehension strategy is called, “Catch-up Fridays” which will be included in the implementation of MATATAG Curriculum. It will be done every Friday wherein students devote their time on reading texts, essays, poems, etc.

Moreover, all the standardized tests set by the Department of Education contain selections that require a student to comprehend and understand its meaning. This poses a great challenge to the students as they go along to the next level in the educational system. But in most cases, most of the students failed to reach at the comprehension level. This is evident on the current result of the English Post-Test for the Philippine Informal Reading Inventory (Phil-IRI) at Polahongon National High School for the academic year 2022-2023 in which 47% of the students in Grade 10 were frustrated readers, 38% were instructional readers, and 15% were independent readers. One of the reasons why a student has difficulty on reading comprehension is the inability to relate the reading materials to their natural setting or day-to-day living. This hinders a student to understand and analyze the gist of the selection.

The use of authentic reading materials to help students improve their reading comprehension was the subject of a study by Rama (2020), which viewed that language learners found authentic reading passages to be engaging and that authentic materials were useful for teaching reading. Students were more inclined to read about fresh and interesting subjects after reading real texts.

This study was conducted to enhance the reading comprehension skills of Grade 10 students in Polahongon National High School using Community-Based Reading Materials (CBRM). With the aid of CBRM, the researcher could improve the reading comprehension skills of Grade 10 students by crafting and integrating reading materials that are fit to their communities. By doing this, it would increase their interest and willingness to engage in activities.

This study aimed to enhance the reading comprehension skills of Grade 10 students in Polahongon National High School using the Community-Based Reading Materials.

 Specifically, this study sought to answer the following questions: 1) What is the reading comprehension skill level of the Grade 10 students in their pretest using the reading materials from English 10 textbook and Phil-IRI, and posttest using the community-based reading materials? 2) Is there a significant difference between the reading comprehension level of the Grade 10 students in the pretest and posttest after using the community-based reading materials?

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Ever since I was a teenager and became a member of the Legion of Mary in our parish in my hometown, I have found joy in everything that I do whenever I am involved in community service, such as the feeding program and parish catechism. It was a great feeling witnessing people being grateful for the help you extended to them, whether small or big. This simple gesture always makes my day. Now that I am already a professional and have become a Social Studies teacher, it has made me realize that aiding other people has a domino effect on our society. It is not about helping their present need now, but the story behind these needs. I‘ve always been fascinated by how history and human connections shape our world, and I bring that energy into my classroom and beyond. Every discussion we have is a chance to explore the past, understand our present, and be inspired to build a better future.

I’m committed to enlivening the spirit of volunteer work because I truly believe that service isn’t just an act- it‘s a learning journey where each project becomes a living classroom. Whether it’s organizing community clean-ups, tutoring local youth, participating in tree-planting advocacy, or collaborating with neighborhood leaders on civic projects, I view every initiative as a stepping stone toward positive change. By connecting historical context with real-world applications, I help students and community members alike see that we are all part of history in the making.

One profound experience happened to me when I was part of the community service somewhere in Las Piñas; We were invited by the local religious community there to assist in the catechism for the local boys ' town in their area. But on that day, they had a resident, let me call him “Francis,” who was a high-profile personality.  And in the news, at that time, the staff of Bahay-Pag-asa restricted our activity to just conducting a short introduction, socialization, and some refreshments. For this reason, our plan of activities didn’t materialize. We even prohibited asking their name for confidentiality purposes.  When I got home, I got curious about that boy named “Francis,” so I did my own research. I found out that in the news, a teenager killed his nephew and put his dead body in the washing machine for days before their relatives found out about the horrifying crime. It was so heartbreaking because he was able to do it since he was engrossed in the Netflix series, Jeffrey Dahmer. What was really disturbing, too, was when the boy had the courage to share these actions via group chat, and it paved the way for the case to be closed.

When I was in that boystown facility, I met a group of boys who happened to be delinquent and had committed various crimes. But this “Francis” took a toll on me. All the boys were happy and grateful for the time we had shared with them. They were like regular teenagers who were usually misunderstood and lacked proper guidance. And as a Social Studies teacher, that is my pivotal responsibility, not only to my students but to other people as well. It may be demanding, but it is also an honor. It reminds me that God entrusted me with something bigger than myself, and our actions have an impact, and that through dedication, we find fulfillment. It is not simply a weight to bear, but a foundation upon which we stand-shaping not only our own lives but the lives of those around us. Ad Majorem Dei Gloriam- For the Greater Glory of God.  

DOI 10.5281/zenodo.15559530