Caring for the Shepherd’s Child: Church-Based Practices to Support Filipino Pastors’ Kids

Rev. Engr. Cesar Taqueban Reyes Jr., PhD

Faculty, Wesley Divinity School, Wesleyan University – Philippines

https://orcid.org/0009-0005-2770-3931

Rev. Juvelyn Viniegas-Rosquita, DMin

Administrative Pastor, United Methodist Church

https://orcid.org/0009-0009-1691-2315

Abstract

This article is the third in a series exploring the lived experiences of pastors’ kids (PKs) in the Philippine church context. The first article, Finding My Own Voice: A Study on Self-Identity Formation Among Filipino Pastors’ Kids, focused on self-identity formation, while the second, Living Under Pressure: Expectations, Mental Health, and Faith Struggles of Filipino Pastors’ Kids, examined the emotional and psychological toll of growing up under constant expectations. Building on these insights, this final installment shifts attention to what PKs wish their churches understood—and how local congregations can become safer, more supportive spaces. Using the same qualitative phenomenological methodology and participant group as the earlier articles, the study draws from the narratives of nine PKs who shared their challenges and hopes. Thematic analysis revealed three core needs: to be heard and recognized beyond performance; to belong in emotionally safe church spaces; and to receive mentoring, counseling, and informed pastoral care. Supported by theological reflection and current literature, the article outlines practical responses such as PK listening groups, mental health support, and leadership training for empathy-driven ministry. These are not simply institutional reforms but expressions of the church’s biblical call to mutual care and compassion. In the end, the article challenges faith communities to care not only for the shepherd, but also for the shepherd’s child—with grace, presence, and love.

Keywords: pastors’ kids, clergy families, youth ministry, mentoring, church support, pastoral care, Filipino church, qualitative study

Introduction

Pastors’ kids (PKs) live in a special place within the life of the church—something many people see, but few truly understand. While they are often publicly visible, their emotional and spiritual lives are frequently left unspoken. In Filipino congregational settings, PKs are commonly expected to serve as model Christians, uphold high moral standards, and participate actively in ministry activities. These expectations, though sometimes well-intentioned, can create pressures that interfere with the natural process of identity formation, emotional expression, and spiritual growth. This article is the third in a series of studies exploring the lived experiences of Filipino pastors’ kids. The first article, Finding My Own Voice: A Study on Self-Identity Formation Among Filipino Pastors’ Kids, examined how PKs navigate identity development amid church-based expectations. The second, Living Under Pressure: Expectations, Mental Health, and Faith Struggles of Filipino Pastors’ Kids, focused on their emotional and spiritual struggles, including mental health concerns and the internalization of church-related stress. Building upon those insights, this third article shifts the focus from challenge to care—from pressure to practice. Here, the lens turns toward the constructive and hopeful: What church-based practices do Filipino pastors’ kids believe can help support their emotional well-being, identity formation, and spiritual growth? Rather than centering on the weight of expectations, this article highlights the practical solutions voiced by PKs themselves—how the church can become a safer, more supportive place for them to grow as persons and as believers. Their insights reveal not only what has been painful, but what has been healing. By highlighting the voices of PKs, this study explores how mentoring, counseling, and pastoral care programs can be structured to encourage a culture of care and inclusion. Unlike previous explorations that focused on internal struggle or stigma, this article centers on actionable practices and relational ministry models drawn from lived experience. The goal is to provide a practical and pastoral resource for church leaders, parents, and youth workers who seek to minister not only with the pastor’s family—but to them.

Methodology

This study employed a qualitative research design using a phenomenological approach to explore the lived experiences of pastors’ kids (PKs) within the church context. Phenomenology was chosen for its focus on capturing how individuals make meaning of their experiences. The goal was to understand not only the challenges PKs face but also their perspectives on how churches can better support their emotional and spiritual well-being.

As the third article in a three-part series based on a single research project, this study uses the same phenomenological design, participant group, and data set as described in the first article, Finding My Own Voice: A Study on Self-Identity Formation Among Filipino Pastors’ Kids. While the methodology remains consistent, this article presents a different thematic lens, emphasizing church-based practices that PKs believe would support them more effectively.

Participants and Sampling

The study included nine adolescent PKs, aged 12 to 19, from various local churches in a denominational district in Southeast Pangasinan, Philippines. All were children of active pastors and selected through purposive sampling based on their lived experience within a clergy family. Diversity in age, gender, and church involvement was considered to provide multiple viewpoints.

Data Collection

Researchers conducted in-depth, semi-structured interviews guided by open-ended questions that explored identity, church life, and suggestions for support. Interviews were held in safe, private settings and conducted in either English or Filipino, depending on participant preference. Each session lasted 20 to 40 minutes and was audio-recorded with consent.

Data Analysis

The interviews were transcribed and analyzed thematically, following a phenomenological framework. This included bracketing biases, coding meaningful statements, clustering them into themes, and developing rich descriptions. Participant quotes were used to support and illustrate findings.

Ethical Considerations

Ethical clearance was obtained from the relevant institutional body. Informed consent was secured from participants and, for minors, their parents. Pseudonyms protected participant identities, and all data were stored securely. Participation was voluntary, and withdrawal was allowed at any point. This approach ensured both ethical integrity and depth in exploring PKs’ needs and insights for church support.

Results and Discussion

The following section presents the key themes that emerged from the interviews with nine Filipino pastors’ kids (PKs), highlighting their lived experiences and proposed church-based practices for support. Each theme is illustrated with participant quotes (P1–P9), supported by literature, and followed by theological reflection and practical implications.

Theme 1: “Please Hear Me” – What PKs Wish Churches Knew

Many pastors’ kids (PKs) silently carry the emotional weight of ministry expectations—yet they often feel invisible within the very communities they serve. As P2 shared, “Sometimes I feel like I’m being watched all the time... but no one really asks me how I’m doing.” This illustrates a dual burden: public scrutiny paired with private neglect. While PKs are expected to model Christian behavior, their inner needs are often overlooked. Their stories reflect the paradox of presence and pressure (Darling, McWey, & Hill, 2006)—being constantly seen but rarely known. For some, this pressure becomes internalized. P5 remarked, “They expect me to be holy… and always lead prayers. But no one really knows if I want to or not.” This quote reveals not just frustration, but identity confusion. PKs are often treated as role models before they’ve been allowed to form their own sense of self and calling. This tension echoes emotional labor theory as described by Kinman, McFall, and Rodriguez (2011), where children feel compelled to perform spiritual or emotional stability regardless of how they actually feel. P7 expressed, “Even if I’m tired or sad, I just smile because people expect me to be okay.” Such emotional suppression not only undermines authenticity but may also inhibit spiritual growth. When PKs feel unsafe being vulnerable, the church becomes a place of performance rather than transformation. In many cases, PKs also absorb the emotional stress of their parents’ ministry. As P3 said, “Sometimes I feel like I have to be strong because my parents are already stressed with church stuff.” This dynamic of vicarious stress is well-documented by Hendron, Irving, and Taylor (2014), who note how unresolved trauma in clergy often spills into family life. Rather than burden their already-overwhelmed parents, PKs suppress their own feelings, creating a cycle of silence. This silence is not apathy; it’s protection. As Makena, Wambugu, and Chiroma (2023) emphasize, occupational stress among clergy has direct effects on the emotional well-being of their families. Churches that fail to recognize this dynamic risk deepening the emotional isolation of the shepherd’s children. Despite this, PKs are not asking for pity or exemption—they want empathy. “I just want the church to know that we’re normal, too… we also get tired, sad, or confused” (P4). What they desire is simple but profound: to be heard as persons, not just perceived as pastor’s kids. In Mark 10:14, Jesus welcomed children and challenged those who excluded them. In that same spirit, churches today are called to truly see PKs—not for what they represent, but for who they are. Churches must create safe, listening spaces—whether through informal check-ins, PK support groups, or pastoral family care ministries—where shepherd’s children are heard, not just watched.

Theme 2: Safe Spaces and Support Systems

A recurring message among participants was the longing for safe spaces—places where they could be themselves without judgment or pressure. For PKs, “safe” does not only mean physically secure, but emotionally safe: a place where they can express doubt, rest from expectations, and grow at their own pace. P6 shared, “Sometimes I just want to be a normal youth in church… not always the leader, not always the one they expect to act perfect.” For many, church life felt more like a stage than a family. This aligns with Chan and Wong’s (2018) study of clergy households in China, which found that performance-driven environments can cause emotional burnout among clergy families. P8 expressed a sense of freedom outside church: “With my school friends, I can joke and be myself. But in church, I always have to be the ‘good example.’” This disconnect shows how the church—though meant to affirm identity—can feel restrictive for PKs. Kinman, McFall, and Rodriguez (2011) argue that environments demanding constant emotional labor diminish authentic well-being, which applies not just to clergy but also to their children. For some, the church became a place to avoid. P9 said, “I try not to get close to other PKs or church youth because it feels like they’ll judge me too.” The very spaces that should nurture belonging sometimes reinforce shame and silence. Schleifer and Cadge (2019) explain that as clergy families become more isolated from congregational life, support systems often weaken. Still, small acts of affirmation stood out. P3 shared, “One of the older youth said, ‘You don’t have to lead if you don’t want to today.’ That really helped me feel seen.” Simple words like this communicate grace and freedom, counteracting the pressure of always performing.

Churches can cultivate safe environments by:

• Creating peer support groups for PKs to share openly.

• Organizing mentorship programs with adult allies not in authority roles.

• Ensuring youth ministries emphasize shared faith, not lineage-based expectations.

Darling, McWey, and Hill (2006) found that clergy children thrive when they are valued as individuals, not as extensions of their parents' ministry. Galatians 6:2 calls the church to “carry each other’s burdens.” Creating safe spaces for PKs is a form of mutual care that fulfills this calling. Like Jesus, the church must become a place of rest, not pressure. Churches must normalize conversations about emotional health and spiritual struggle. PKs should be seen not as ministry mascots, but as growing individuals in need of grace, space, and support.

Theme 3: Mentoring, Counseling, and Care Ministries

While pastors’ kids (PKs) face unique pressures, they also voiced strong hopes for a more caring and responsive church. This study identified three interconnected areas of support: mentoring, counseling, and pastoral care—each offering a counterbalance to high expectations.

Mentoring That Builds Identity, Not Pressure

Several PKs shared how mentoring shaped their identity—not through pressure, but through presence. P1 reflected, “Joining the youth fellowship and being part of VCS helped me grow… I discovered I like teaching.” These spaces nurtured growth without coercion. P4 added, “When someone older guided me—not forced me—I felt more confident.” Such experiences affirm that mentoring grounded in empathy builds agency rather than obligation. This reflects Darling, McWey, and Hill’s (2006) findings that non-parental adult mentors significantly support PK development. Mentors become trusted companions who listen without judgment. “Don’t assume that just because we’re PKs, we know everything or want to lead everything,” P2 noted. Effective mentoring requires dismantling assumptions and offering relational grace. Churches can nurture identity-building mentorship through:

• Pairings with trusted adults outside the clergy family,

• Opportunities to explore spiritual gifts without pressure,

• Regular check-ins focused on growth, not just performance.

Counseling and the Need to Process Emotionally

Many participants expressed a need for counseling spaces that are confidential and context-sensitive. “Sometimes, I get confused about who I really am… It would help if someone could just talk to me about that” (P5). For PKs, identity confusion is often compounded by the pressure to project strength and faithfulness. Hendron, Irving, and Taylor (2014) describe how vicarious trauma in clergy households often goes unnoticed, leading to fatigue. Chan and Wong (2018) similarly noted that emotional suppression in clergy families fosters unhealthy coping. As P7 said, “It’s hard to talk about stress in church because everyone expects you to be okay.” Churches can respond by:

• Referring PKs to Christian counselors who understand church life,

• Hosting youth workshops on faith, identity, and mental wellness,

• Integrating emotional health topics in youth formation and preaching.

Equipping Church Leaders for Pastoral Care

PKs also longed for leaders who understand their emotional reality. “It would really help if the church didn’t always expect us to be strong. Maybe they could be trained, too” (P6). Many participants felt misunderstood by well-meaning but untrained adults in leadership roles. Kinman, McFall, and Rodriguez (2011) warn that emotional perfectionism in churches burdens clergy families. When church leaders model grace-based leadership, PKs are freed from impossible standards. Training can include:

• Workshops on clergy family systems and adolescent development,

• Sunday School training that includes clergy household awareness,

• Clear communication of healthy expectations that normalize struggle.

Makena, Wambugu, and Chiroma (2023) emphasize that strong clergy-family relationships support church health—and that includes PKs. As 1 Thessalonians 5:11 urges, “Encourage one another and build each other up.” Caring for PKs is not an extra task—it’s part of forming a Christ-like community.

Conclusion

This study revealed the often-unheard voices of pastors’ kids (PKs) in the Philippine church context—young individuals burdened by expectations simply because of their identity. While visible in church life, their inner experiences are frequently hidden beneath assumptions of strength, maturity, and readiness for service. Through their stories, participants shared deep emotional struggles alongside hopeful desires: to be heard, to feel safe, and to be valued for who they are, not just for what they do. PKs do not wish to escape ministry life; they long to be embraced within it as whole persons. They seek recognition not merely as “the pastor’s child,” but as children of God with their own journeys and callings. When churches expect rather than empathize, and demand rather than disciple, they risk silencing those closest to the pulpit. Yet this study points to hopeful, achievable responses. Mentoring relationships rooted in empathy, access to counseling services, and pastoral care training for leaders are not beyond reach. These practices begin with a cultural shift—from performance to presence, from assumptions to listening. However, these solutions also face challenges: limited mental health resources, a shortage of trained mentors, and resistance to change within traditional church cultures. This research has its limitations. It focused on a small group within a single denominational context, limiting generalizability across traditions. It also did not compare PKs to other youth, which could offer further insight. Future studies might explore long-term impacts of church-based care programs or examine PK experiences across diverse regions and denominations. Spiritually, the call is clear. As 1 Corinthians 12:26 affirms, “If one part suffers, every part suffers with it.” PKs are not peripheral—they are vital members of the church body. Their care reflects the church’s health and its commitment to compassion. For pastors, youth leaders, and lay members alike, this article is a call to action: to build churches that listen deeply, care consistently, and form young people who know they are loved not for their performance, but for their identity in Christ. Let the church become a place where PKs encounter grace—not pressure; belonging—not burden. Let it be a home, not just for the shepherd, but for the shepherd’s child.

References

Chan, K., & Wong, M. (2018). Experience of stress and coping strategies among pastors’ wives in China. Journal of Pastoral Care & Counseling: Advancing Theory and Professional Practice Through Scholarly and Reflective Publications, 72(3), 163–171. https://doi.org/10.1177/1542305018782518

Darling, C. A., McWey, L. M., & Hill, E. W. (2006). The paradox of children in clergy families. Journal of Family Issues, 27(4), 439–463. https://doi.org/10.1177/0192513x05283980

Hendron, J. A., Irving, P., & Taylor, B. (2014). Clergy stress through working with trauma: A qualitative study of secondary impact. Journal of Pastoral Care & Counseling: Advancing Theory and Professional Practice Through Scholarly and Reflective Publications, 68(4), 1–14. https://doi.org/10.1177/154230501406800404

Kinman, G., McFall, O., & Rodriguez, J. (2011). The cost of caring? Emotional labour, wellbeing and the clergy. Pastoral Psychology, 60(5), 671–680. https://doi.org/10.1007/s11089-011-0340-0

Makena, V., Wambugu, A., & Chiroma, N. (2023). Influence of occupational stress on quality family relationship among clergy: A case of Christ Is the Answer Ministries, Kenya. European Scientific Journal, ESJ, 19(16), 135–151. https://doi.org/10.19044/esj.2023.v19n16p135

Potts, D. (2021). Suffering in silence: Examining the silent suffering of the wives of Christian clergy, advocating for their voice and value. Journal of Pastoral Care & Counseling: Advancing Theory and Professional Practice Through Scholarly and Reflective Publications, 75(1), 51–59. https://doi.org/10.1177/1542305020968050

Schleifer, C., & Cadge, W. (2019). Clergy working outside of congregations, 1976–2018. Review of Religious Research, 61(4), 411–429. https://doi.org/10.1007/s13644-019-00383-0

The Holy Bible, New International Version. (2011). Biblica. https://www.biblica.com/niv-bible/

DOI 10.5281/zenodo.15702191

The doctrine of lifeblood has quite a relation to really strict interpretations of tax exemptions, which are very much considered the burden of proof to be placed upon the taxpayer to demonstrate unambiguous entitlement.  This approach, in turn, tends to protect the integrity of the fiscal base from revenue losses incurred through exemptions not deserving of such treatment.

The really much larger frame is the gross taxable objects, which by themselves really define the scope of effective revenue capture by the government in the exercise of its prerogative. This power applies sometimes as "endocranial," and yet must be exercised with prudence along the lines of fairness and equity. Courts, however, avoid much intervention in tax matters, but the courts play significant roles in ensuring that tax levies are equitable, uniform, and due process implemented. Courts' historical reluctance to interfere with revenue-raising processes underscores the importance of taxation in facilitating core government functions. The Lifeblood Doctrine has considerable implications for income taxation, which usually also tend to focus on maximizing the tax base while careful on allowable expense deductions. This is perhaps a debated approach to securing enough revenue for government operations.

The tax power, as wielded by governments, needs to link their income aspirations with the clearly defined disbursements owed towards each citizen. A strong and effective tax system is thereby fair and transparent. Public confidence-the most important ingredient in the sustainability of a tax system-is built through clear-cut policies, administrative efficiency, and transparency when handling taxation. For citizens' cooperation and economic stability, it builds up a transparent tax system. Indeed, taxing powers of the state are broad. Yet, these powers are not absolute and go along with responsible exercise within the confines of law.

It is more than a legal doctrine; it is a critical norm of governance. The lifeblood doctrine aptly encapsulates the thrust of shared responsibility between government and citizens in creating a successful society. Historically, it has provided a balancing mechanism between resource needs of government and rights and obligations of the taxpayer towards making the tax system viable. Its continuing relevance rests in the capacity to evolve with changes in the socio-economic landscape yet holding on to the principles of fairness, justice, and truthfulness. This balance between the interests of government and citizen thus guarantees the stability and sustainability of the tax system and hence contributes to a state of general wellbeing in society.                                                     

DOI 1 10.5281/zenodo.15702693

ABSTRACT

         One of the most contentious issues throughout the years in the Philippines has been the legalization of marijuana. Although the nation is renowned for having some of the strictest laws in the world that sanction offenses related to dangerous substances, it is constantly up for debate. This research investigates the challenges associated with legalizing marijuana in the Philippines. Due to advancements in both medical and the economics, numerous countries have been amenable to legalizing marijuana. The research used a purposive sampling technique together with a qualitative and phenomenological approach to gather data from the selected participants, which include legislators from government institutions, members of non-governmental organizations, and members of religious organizations. The results of the research showed that there are a number of reasons why legalizing marijuana in the Philippines is not possible, including the possibility of drug abuse, corruption, cultural norms and beliefs, false information about the marijuana, and abusive consumption. Ultimately, the findings point to the need for more research to fully comprehend the advantages and disadvantages of marijuana legalization in the country, particularly with regard to social, economic, and medical aspects.

Keywords: legalization, marijuana, dangerous drugs

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Introduction

         The Constitution of the Philippines expressly states that the “separation of the Church and the State shall be inviolable” (Art. II, Sec. 6 of the 1987 Constitution). This principle means that the church shall not interfere with the political matters of the State, and, on the other hand, the State shall not interfere with the affairs of the other. This implies that the State shall not enact laws that will prohibit a person from exercising bis beliefs or disbeliefs, nor shall a person be punished by professing his beliefs or disbeliefs. It also implies that the State shall not have an official religion or set up an official religious institution in which it will use its public funds to support the said institution and since then, there has been a complicated relationship between the two,

         The complicated relationship of the church and the state has a historical underpinning since the Church was the primary tool the Spanish used to colonize and control the Philippines. The long process of reduccion coerced barangays into cabeceras (district capitals) organized around a newly build church with resident friar (Abinales & Amoroso, 2017). The process was far from being peaceful because the Church has become the symbol of power and control. According to Aguilar Jr., (1998), the friars, as a personification of the dominant power that the elites sought protection and colonial prestige from them. There had been frustration towards the Church that led to the struggle of liberation.

         The central figures of the reformation that has led to the revolution is the propaganda movement led by Marcelo H. Del Pilar. The famous among them is Jose Rizal who wrote a critical novel that mercilessly and humorously attacked the abusive power of the friars. When Rizal went back to Manila to establish La Liga Filipina to push reforms in the Philippines, there was a strong participation among urban workers and students who joined the movement. Among them was Andres Bonifacio who led the radical wing of the La Liga. When Rizal got exiled in northern Mindanao, Bonifacio established a revolutionary government called the Katipunan. Eventually, the Katipunan Movement has led the Philippines to become a Republic (Malolos Republic) led by Aguinaldo, though it was short-lived.

On the other hand, the Church has played an active role in opposing the Marcos dictatorship from 1972 to 1986. When the snap elections held in 1985, the Catholic Church gave its support to Corazon Aquino, the widow of Senator Benigno Aquino Jr., a well-known political opponent of President Marcos who was assassinated. When Marcos won the snap elections, the Catholic Bishops Conference of the Philippines (CBCP), through Cardinal Sin, rejected the alleged Marcos victory, and urged the people to join People Power uprising that paved the end of the dictatorship in 1986. According to Gorospe (1988), behind the success of people power revolution was a “Christian model” of solidarity of justice and love, and that the nonviolent revolution was “due to remarkable synthesis of the Christian faith” (p. 75).

Despite adherence to secularism, the two institutions are far from being separated. While the Catholic denominations remain the largest in terms of population with 78.8% according to the 2020 census, and thus, remains influential, there are other minority “Christian” groups that has a significant effect on Philippine politics. The goal of this paper is to explore other Christian denomination namely, the Evangelical Christianity.

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ABSTRACT

This study examines the challenges and current status of tourism development in selected third-class municipalities in Laguna, Philippines, with a focus on local planning and coordination, economic conditions, environmental factors, infrastructure, human resources, and cultural heritage to understand their impact on tourism. A descriptive research design was employed to gather data on the status of challenges in the municipality’s tourism development sector. Data was collected from respondents in selected municipalities in Laguna and analyzed using descriptive statistics such as mean and standard deviation to assess perceptions and challenges.

This study on tourism activities in selected third-class municipalities of Laguna utilized a quantitative research approach. This method enabled a thorough analysis of the status of tourism development, challenges, and strategic planning in these municipalities. A survey was designed and conducted to collect data. The research involved 120 randomly selected respondents from the tourism office of the chosen third-class municipality in Laguna. The target population included the focal person and employees engaged in tourism development within the selected municipalities. The survey also featured local government officials and tourism employees as part of the administration in these municipalities.

The findings suggest a "very high" perceived status of challenges in the municipality’s tourism development sector across several dimensions. The study reveals that these challenges are perceived as very high in the municipality’s tourism development sector. Local planning and coordination illustrate strong inter-agency cooperation and internal coordination within LGUs. Economic conditions position tourism as a driver of economic growth and infrastructure investment. Environmental factors emphasize the importance of environmental management, while infrastructure exhibits strengths in access to major roads and tourist amenities. Cultural heritage signifies a consensus on the significance and management of cultural heritage for tourism purposes. Strong partnerships among LGUs, national agencies, and private stakeholders are vital for sustainable tourism development, balancing tourism growth with community welfare and environmental integrity.

Keywords: Third-class municipalities, Sustainable tourism development, Community engagement, Economic development, Governance

DOI 10.5281/zenodo.15710045 

ABSTRACT

This study explored the challenges encountered by nurse educators in selected nursing colleges in the 5th District of Pangasinan, Philippines, with the goal of proposing appropriate intervention measures. Specifically, it aimed to examine the types and extent of challenges faced by nurse educators, determine significant differences and relationships across demographic variables, and develop targeted strategies to address these concerns. Utilizing a descriptive quantitative research design, data were collected through a validated survey administered to 60 nurse educators. The instrument assessed challenges across seven domains: human resources, curriculum, faculty development, promotion and recognition, technological integration, student relationships, and pay inequity. Statistical tools including frequency, percentage, weighted mean, t-test, and ANOVA were employed to analyze the data. Findings revealed that the most common challenges were linked to faculty shortages, insufficient technological infrastructure, and perceived inequities in compensation and professional advancement. Educators reported only moderate access to continuing education and professional growth opportunities. Significant differences in perceived challenges were observed based on age, income, and educational attainment. Older educators encountered greater difficulty with technology use and pay inequity, while those with higher income levels expressed more concern over curriculum demands and recognition. Notably, male educators reported more student engagement issues than their female counterparts. The study concludes that while nurse educators remain committed to their roles, systemic institutional barriers continue to hinder their effectiveness and professional fulfillment. To address these challenges, the study recommends comprehensive faculty development programs, equitable promotion policies, investment in educational technologies, and restructuring of workloads to improve job satisfaction and instructional quality among nurse educators.

Keywords: Faculty Development; Nurse Educators; Pay Inequity; Professional Advancement; Technological Challenges

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ABSTRACT

        This study aimed to investigate the level of social studies teacher approaches, learners’ engagement and critical thinking. It also explored the significant relationship between Social Studies Teacher Approaches on the enhancement of learners' engagement and critical thinking among Grade 9 learners at Magdalena Integrated National High School learners after the implementation of different approaches.

The researcher utilized quantitative research design through descriptive method. A total of one hundred seventy-four (174) respondents were selected using purposive sampling technique and the data was collected through research-made questionnaire, which was validated by three (3) master teachers with specialization in Social Studies. This study employed weighted mean, standard deviation and Pearson r for data analysis and interpretation.

The findings revealed that the level of social studies teacher approaches was very high. Similarly, the level of learner’s engagement was very high. Likewise, the level of critical thinking was also very high. In addition, the researcher found a significant relationship between the social studies teacher approaches on learners’ engagement and critical thinking.

The study revealed a significant relationship between the social studies teacher approaches on learners’ engagement and critical thinking, which leads to the rejection of the hypotheses. This concludes that effective teaching approaches used to supports learners thinking critically, which allows learners to be able to assess information logically, develop new ideas, and articulate concepts clearly and logically.

Considering the results, the study recommends that Social Studies Teacher’s may intensify the use of inquiry-based strategies by incorporating real-life issues, problem-solving activities, and reflective questioning in Social Studies. In addition, Curriculum Developers may revisit the Social Studies curriculum to embed stronger components of critical thinking and inquiry-based tasks, ensuring alignment with modern pedagogical practices. Furthermore, Future researchers may expand and investigate in depth study by exploring additional variables that may influence learner engagement and critical thinking, such as student motivation, classroom environment, and assessment strategies in Social Studies.

Keywords: Teacher Approaches, Inquiry-based learning, Social Studies Education, Learner’s

DOI 10.5281/zenodo.15718774 

Imagine waking up daily knowing you have enough food on your table—not just any food, but something safe, nutritious, and something you like to eat. That’s the essence of food security. It’s not just about having food—it’s about ensuring everyone has consistent access to the right food to live a healthy and active life.

But in today’s world, achieving food security isn’t as simple as it sounds.

With climate change, a growing global population, rising food prices, and stressed natural resources, ensuring enough food for all is becoming a bigger challenge. The way we produce, distribute and even consume food needs to change. Policies and solutions—from more innovative farming and better water use to reducing food waste and making food affordable—are urgently needed.

To understand the big picture, we must look at the four pillars of food security: availability, access, utilization, and stability. Each one is essential.

1. Food Availability: Is There Enough to Go Around? This is about whether food is present in a place. Is there enough rice, vegetables, or meat in a country or region? This depends on local farming, imports, and how well markets and distribution systems work. For example, a country might grow plenty of food, but if a drought or conflict disrupts farming, that availability disappears quickly. It’s not just about growing food—it’s about ensuring it reaches everyone who needs it.

2. Food Access: Can People Afford and Reach It? Even if food is available, that doesn’t mean everyone can get it. Some families simply don’t have the income to buy healthy food. In rural areas, markets might be too far, and roads might be bad. It’s a painful reality that while stores may be full, people living in poverty often go hungry. Access is about money, transportation, and ensuring food reaches all communities, not just the wealthy or the well-connected.

3. Food Utilization: Are We Using Food the Right Way? It’s not just about eating enough—it’s about eating right. Utilization means people know how to prepare balanced meals, have access to clean water, and live in hygienic conditions. A child may consume enough calories but still suffer from malnutrition if their diet lacks essential nutrients or if they’re constantly sick due to poor sanitation. Nutrition education and clean water are just as vital as food itself.

4. Food Stability: Is the Supply Reliable Over Time? Food security isn’t just about today—it’s about tomorrow, next week, and next year. What happens when a typhoon hits or inflation makes prices skyrocket? Families can go from secure to hungry overnight. Building stable food systems means protecting against shocks, whether they’re environmental, political, or economic.

In the end, food security affects us all. It’s about ensuring no one has to wonder where their next meal will come from. And in a world full of challenges, we all need to work on it together.

DOI 10.5281/zenodo.15719257

ABSTRACT

         School support and involvement are essential to the success of Project DREAM, mainly through technical assistance (TA) for Literacy Facilitators. This study examined teacher perceptions of school heads’ support and involvement, variations based on teaching experience and grade level, and the relationship between support and engagement in the program. A descriptive-correlational research design surveyed 85 Grades 2-4 English teachers from 27 schools. Data were analyzed using the Mann-Whitney U test, Kruskal-Wallis test, and Spearman Rank Correlation. Findings showed that school heads’ support and involvement were rated Very High, with no significant differences based on experience or grade level. A strong positive correlation confirmed that higher support led to greater involvement. This study highlighted the importance of school leadership in literacy development and the need for continuous professional growth.

Keywords: Literacy intervention, school head support, involvement, professional development, Project DREAM, reading proficiency.

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The study aimed to determine the perception of the teacher- respondents on the formative implementation of face-to-face classes in the public elementary schools in the City Schools Division of Antipolo. The study utilized a Quantitative Research Design using a researcher-made questionnaire checklist to gather responses. The variables covered in this study are the profile of public elementary school teachers in the City Schools Division of Antipolo in terms of age, sex, civil status, highest educational attainment, position titles, and length of service in teaching. The perception of the respondents on formative implementation of face-to-face classes was measured based on the school facilities, teachers, learners, and learning activities, and materials. The questionnaire checklist was validated by ten (10) experts. Five (5) from graduate school, three (3) master teachers, and two (2) teacher experts from the public elementary schools in the City Schools Division of Antipolo.

The study was conducted in the City Schools Division of Antipolo. The respondents were the two hundred one (201) randomly selected teachers from five (5) public elementary schools: Dela Paz Elementary School, San Isidro Elementary School, Mambugan II Elementary School, Nazarene Ville Elementary School, and Isaias S. Tapales Elementary School, who were randomly selected using the Three-Stage Random Sampling technique.

Findings revealed that most of the respondents of the study are 51 years old and above, female, and married. Most of them have earned their MA units, Teacher III and have been in the service for six to ten years.

Additionally, the study found out that the perception of the respondents on formative implementation of face-to-face classes in the public elementary schools in the City Schools Division of Antipolo obtained a grand mean of 4.65, verbally interpreted as Very Much Implemented. The results also showed that there is no significant difference on the perception of the respondents on formative implementation of face-to-face classes in the public elementary schools in the City Schools Division of Antipolo with respect to the school facilities, teachers, learners, and learning activities and materials in terms of their profile.

Apart from these, it was revealed in the study that five themes on the challenges of the teachers during the formative implementation of face-to-face classes were insufficient learning materials and resources, learners' absenteeism, misbehaving students, students’ poor academic performance, and a large number of non-readers.

In light of the findings of the study, the researcher came up with the proposed program plan on the readiness of teachers during the face-to-face classes which focuses on the Weekly Home Learning Plan (WHLP), Wash IN Schools (WINS) Program, and reading intervention that is essential for ensuring effective teaching and learning, promoting hygiene and sanitation in schools, and addressing the needs of students with reading difficulties.

In summary, creating research about the perception of teachers on formative implementation of face-to-face classes after the pandemic is important because it allows for a deeper understanding of the long-term impact of the pandemic, informs future planning and preparedness, contributes to the improvement of the education system, and addresses the well-being of teachers. By studying their perceptions at this stage, researchers can capture valuable insights that can shape policies, interventions, and support systems for the benefit of teachers and students alike.

DOI 10.5281/zenodo.15719972

Abstract

         This study aimed to determine the level of coping strategies of persons with special needs along physical, mental, emotional, social and spiritual. Moreover, the study determined whether or not there are significant difference and relationship between the level of coping strategies of persons with special needs and their profile variables.

         The study showed that most of the respondents’ persons with special needs belong to the age bracket 45-49 years old females, married, high school graduate, have been with conditions of special needs for 5 years and have an extended family. The level of coping strategies of persons with special needs is High. It was also found out that there are no significant differences nor relationships exist between the level of coping strategies of persons with special needs and their profile variables.

         Based on the findings, it was concluded that the respondents widely vary in their profile and at certain instances their variations are in extreme cases and are female dominated group of respondents. On the other hand, their high level of coping strategies can be attributed to their positive outlook in life. Further, the respondents’ persons with special needs are not comparable in their level of coping strategies in all their profile variables except their civil status.

         Further, it is recommended that there is a need to focus on promoting physical activity adapted to their disabilities utilizing assistive technology in addressing pain management and encouraging social connections with supportive communities. Likewise, a productive undertaking should be provided to augment the monthly income of most of the persons with special needs to alleviate their status of living. It is also recommended that the provision of a sustainable program to develop further their health and well-being should be given priority to make them assets of the society.

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This study explored the impact of the Intelearn Intervention on enhancing the reading proficiency level of grade 1 learners. The research was conducted in a primary setting, where 32 Grade 1 learners engaged with Intelearn, an interactive learning using supplementary reading materials in the form of flipbooks, designed to enhance reading skills. The study utilized a quasi-experimental design with a pretest and posttest to assess the learner’s reading proficiency.

Results indicated that there is no significant difference between the pretest and posttest results of 32 Grade 1 learners after the utilization of Intelearn. Although there was an increase in the posttest means score compared to the pretest, the t-test result indicates that this difference is not statistically significant. This means that, based on the analysis, the Intelearn Intervention did not lead to statistically significant improvement in the Reading Proficiency of Grade 1 learners.

Hence, it is highly recommended to use the Intelearn Intervention to find out its potential in improving the Reading Proficiency of Learners. Sometimes, interventions show stronger results over time as learners engage with the program consistently. By continuing its use, educators can gather more evidence, observe potential improvements, build stronger literacy outcomes, and understand better the long-term impact it may have on learner outcomes.

Keywords; Intelearn, Intervention, Proficiency, Key stage 1

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Abstract

This study provides meaningful insights into the lived experiences of parents of children with autism from the poorest sectors of Camarines Sur. Using narrative inquiry, the study answers the following questions: (1) Describes the significant experiences of parents in supporting their children with Autism Spectrum Disorder, revealing their emotional, social, and financial struggles, as well as their strength and perseverance; (2) Identifies core narratives around themes of acceptance, resilience, faith, and the need for support systems; (3) Offers insights into the realities faced by these families, particularly in the context of poverty and limited service access; and (4) Develops a synergetic plan for facilitative learning aimed at supporting inclusive education and improving interventions for families. Eight co-participants were involved in the study, and a narrative analysis revealed common themes such as emotional, financial, and social challenges, as well as resilience and support. Data are gathered through thematic analysis to highlight narratives that uncover personal insights, cultural influences, and meanings shaped by individual experiences. The major conclusions were: (1) Families raising children with autism require systemic reforms for inclusive and sustainable support; (2) Family, community, and faith are crucial in navigating these challenges despite service gaps; (3) Having a child with autism is viewed as a call for deep faith, love, and perseverance; (4) The NURTURE framework offers a holistic solution addressing the financial, emotional, and educational needs of families, with a call for stronger government and community involvement. The study recommends that: (1) LGUs and DepEd adopt the NURTURE Framework for inclusive support; (2) The government provide targeted financial aid for therapy and reform programs like 4Ps; (3) DepEd train teachers in inclusive education and promote empathy to reduce stigma; (4) DSWD and LGUs enhance programs for early intervention; (5) Barangay health centers lead awareness campaigns and provide therapy services; (6) Free counseling be offered to mothers and caregivers; and (7) Ongoing research and training be conducted for teachers and professionals.

Keywords: Autism, live experiences, Nurture framework, Parents with a child with special needs, poorest sector

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INTRODUCTION

Employees are the most valuable asset and are considered the determinant of a company’s brand value. In the context of education, satisfied and motivated academicians are imperative for a successful educational institution.  Creating commitment among employees is important because without this it will become difficult for an organization to achieve strategic goals. Research has consistently demonstrated that the lack of commitment weakens performance (Kamaruddin et al., 2021).

Job satisfaction is an equally important factor in determining the success of an organization. According to Kumar and Shivhare (2022), an organization must realize the importance of job satisfaction among employees. Satisfied employees are usually happy and motivated to do their job, and they perform better. Meanwhile, dissatisfied employees usually do not try their best and fail to do their job at an optimal level

To date, the commitment, satisfaction, and performance as variables remain unexplored in the existing local literature. In this light, a study on the influence of organizational commitment and job satisfaction to job performance among employees of a private School institution in Bais City is crucially important. Through this, the institution will know about the relationship between the three variables, which are essential in accomplishing a high rate of job performance and provide employees with the willingness to stay in the institution. 

This study aimed to determine the organizational commitment, job satisfaction, and job performance of employees of a private school in Bais City. Additionally, it sought to determine significant differences in the organizational commitment, job satisfaction, and job performance of employees when they are grouped according to age, sex, and length of service. Significant relationships between organizational commitment, job satisfaction, and job performance of employees were also investigated.

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ABSTRACT:

This study re-examines leadership styles from 2010 to 2017, focusing on their implications for managing and organizing research and development (R&D) activities. It is structured into three sections: Factors Influencing Leadership in R&D Management, Intersections of Leadership Styles in R&D Contexts, and Effective Leadership Factors in R&D within the Philippine Setting. The first section identifies determinants such as personality traits, organizational culture, situational dynamics, and team characteristics, analyzing their impact on leadership adaptability in R&D. The second section explores how leadership styles intersect to foster innovation and collaboration in R&D environments, emphasizing adaptive leadership strategies. The third section highlights culturally relevant factors in the Philippines, such as collectivism, participative leadership, "pakikisama," and "utang na loob," and their role in enhancing R&D leadership effectiveness. This study provides actionable insights for optimizing R&D management through tailored leadership approaches, particularly in culturally distinct settings like the Philippines.

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ABSTRACT

This study is concerned with the level of professional competence of private senior high school teachers in the First District of Caloocan City Division for SY 2023 – 2024.

Specifically, this study determined the level of professional competence of private senior high school teachers along skill, knowledge and personal attributes. (1) It looked into the profile of the respondents in terms of age, sex, civil status, highest educational attainment, number of years teaching, and number of relevant trainings and seminars attended. (2) the private senior high school  teachers level of professional competence  (3) the significant difference in the level of professional competence of the teacher respondents across the profile variable. (4) the significant relationships between the teacher’s level of professional competence  and the profile variables.

         To address the foregoing problems raised in this study, statistical measures were used for data analysis and interpretations. These are the frequency counts (f) and percentage (%), the average weighted means (AWM), the Analysis of Variance (ANOVA) and Pearson Product Moment of Coefficient Correlation were used.

         This study found out that most of the private senior high school teachers respondents are young, early in their careers, with a balanced gender representation. Most are married, have mixed educational qualifications, and have been teaching for 5 years or less. However, the majority have not attended international, national, regional, or division-related training/seminars, suggesting potential areas for improvement in professional development opportunities.

The result of this study, the level of professional competence, the teachers' perceptions of their professional competence are highly rated, with the lowest mean score for Professional Attributes at 4.50 and the highest mean score for Skill at 4.52. This suggests a strong foundation of knowledge and expertise in delivering effective instruction. The perceived professional competence of private senior high school teachers is influenced by factors such as age, educational attainment, and relevant training in division levels.

The study highlights a diverse and young teaching workforce with varying qualifications and experience levels. Private senior high school teachers are perceived to have high professional competence, but growth opportunities are needed. Targeted strategies, mentorship, and ongoing evaluations are recommended.

Key Words : diverse learners, pedagogical approaches, public schools

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Abstract

           Class interruptions regardless of nature, can potentially affect the academic performance of students. When they happen regularly, they can hinder the quality of education and derail the teaching and learning process for everyone involved.

           This study aimed to develop a learning continuity model for senior high school thru class interruptions. It specifically sought to determine the various types of class interruptions that commonly affected the conduct of classes in senior high school. It also sought to determine the learning continuity modalities as practiced by the senior high school teachers in response to the types of class interruption along teaching strategies, instructional materials, learning activities, and learning assessments. In addition, it sought to determine the applicable, adaptable and implementable learning continuity modality specific to a type of class interruption that would address learning needs of the students. Finally, it sought to develop a Learning Continuity Model for Senior High School students during class interruptions.

           The study found that class interruptions fall into one of these themes: School Events, Teacher-Related Engagement, Weather-Related Phenomenon, Health & Safety Concern, and School Facilities-Related Concern.

           The teachers were found to have employed a wide range of teaching strategies during class interruptions. They also used various instructional materials during a class interruptions. It was also found that they use any kind of learning activities for class interruption. The assessment they used during various class interruptions were integrated in the type of learning modality used.

           Teachers used LAS or  Special Tasks as the modality whenever there are class interruptions during School Events. They also use Learning Activity Sheets for  Teacher-Related Engagements. Online Asynchronous Modality is used because of Weather-Related Conditions. For Health & Safety Concerns teachers use Learning Activity Sheets, Online Asynchronous, and Online Synchronous in the form of Blended Learning. During School Facilities – Related Concerns, teachers use Face-to-Face (Shifting) Modality. However, when students are sent home, they are made to use Learning Activity Sheets.

           The foundation of this learning model is based on four learning theories: behaviorism, cognitivism, constructivism, and connectivism. The theories are the staging point at which the teaching-learning process is built upon. The planning and implementation of these learning modalities in the aspects of instructional materials, learning activities and learning assessment are guided by Ockham’s Razor. After careful consideration of all the theories mentioned, lessons in the teaching-learning process may be implemented to benefit the students who are the ultimate beneficiaries of the newly developed learning continuity model.

DOI 10.5281/zenodo.15744187

ABSTRACT

The study delved on the level of leadership skills of private Senior High School teachers in Caloocan City. The study determined the profile of the respondents, their level leadership skills, the significant relationship between the level of their leadership skills across their profile variables, and the significant difference in the level of their leadership skills across their profile variables. The descriptive method of research was used in this study. Findings showed that majority of the private Senior High School teachers are young adults, female, single, holding Bachelor’s Degree, new in the service, and have limited number of relevant trainings attended. Moreover, they have strong leadership skills. In addition, the collaboration skills are associated with age. Further, younger teachers possess higher technological skills compared to experienced ones. Likewise, higher educational attainment is contributory to increased level of critical thinking and problem-solving skills. The study recommended that private Senior High School teachers should recognize problems encountered that may pose an effect in their leadership skills. A similar study should be conducted taking into consideration other factors that can affect the leadership skills of teachers. Lastly, more relevant trainings should be conducted to strengthen the leadership skills of private Senior High School teachers.

Keywords: leadership skills, collaboration skills, flexibility skills, teacher leadership,  technological skills

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Abstract

The quasi-experimental research design using pretest and posttest method was used to find out the effects of text-dependent and lecture methods in the reading performance of Grade 11 learners. The participants of the study were the Grade 11 Humanities and Social Sciences learners of Oton National High School for School Year 2019-2020 in J.P. Laurel St., Oton, Iloilo. A researcher-made instrument or pretest and posttest was used to measure the learners’ reading performance.  Results revealed that the learners’ reading performance for those who were exposed to the text-dependent method in the pretest was “Proficient”, and in the posttest, “Advanced”, and that there was a significant difference before and after using the method in favor of the experimental group.  Evidently, both methods were effective. However, text-dependent method registered optimum result than the lecture method.  The study showed that using the text-dependent method increases learners’ reading performance.  It enabled them to relate prior knowledge to the text read.  It also widened their vocabulary and enabled them to formulate arguments critically.

Keywords: Text-dependent Method, Lecture Method, Reading Performance

DOI 10.5281/zenodo.15761277

Abstract

Teacher performance and student achievement are critical indicators of educational quality, often influenced by factors such as work satisfaction and motivation. However, limited studies have examined how these factors affect teacher performance and learners’ academic outcomes in Philippine elementary schools. Thus, this study looked into the influence of work satisfaction and motivation on teacher performance and learners’ academic achievement among elementary school teachers in Gamu District, Schools Division of Isabela, during the School Year 2022–2023. Using a descriptive-correlational research design, the study involved 167 teachers from 16 schools through total enumeration. Data were collected using validated survey questionnaires on work satisfaction and motivation, Individual Performance Commitment and Review Forms (IPCRF), and learners’ academic records. Statistical tools such as frequency counts, weighted means, ANOVA, and Pearson correlation were applied through SPSS. Results showed that teachers were generally highly satisfied with their compensation, leadership, workplace relationships, and environment. Their motivation level was also high, with a mean score of 4.42. Performance ratings were mostly "Outstanding" (mean = 4.46), while learners' academic achievement also reflected commendable results. Significant relationships were found between teachers’ work satisfaction and motivation, and these variables significantly influenced teacher performance and learners' academic achievement. These results emphasize that enhancing job satisfaction and motivation can significantly contribute to better educational performance.

Keywords: Academic Achievement, Elementary Education, Teacher Motivation, Teacher Performance, Work Satisfaction

DOI 10.5281/zenodo.15761474

INTRODUCTION

   Ang wika ay dinamiko. Ito ay patuloy na nagbabago dala ng takbo ng panahon at patuloy na pag-unlad nito. Maraming mga salita sa Filipino ang namamatay dahil hindi na ginagamit, ngunit marami namang salita ang patuloy na umuusbong sa kasalukuyang panahon. Sa patuloy na pag-usbong ng panahon kasabay rin nito ang pag-usbong ng mga salitang Gen Z. Gen Z ang tawag sa mga kabataang ipinanganak sa pagitan ng taong 1997-2010, ito ang mga kabataang mulat na sa makabagong teknolohiya kasama na ang paggamit ng mga smartphones, internet at social media.

Hindi lingid sa kaalaman ng karamihan na ang mga salitang Gen Z ay patuloy na umuusbong sa kasalukuyan na ginagamit ng karamihan lalo na ng mga mag-aaral. Katulad na lamang ng mga salitang; yorme, lodi, werpa, arat, LOL, OTW at marami pang iba. Ang mga salitang ito ay natututunan ng mga tao sa mga sikat na personalidad na makikita sa telebisyon, mga salitang ginagamit sa mga social media, paglalaro ng mga online games at pagti-text. Patuloy itong umuusbong at patuloy itong naipapasa sa lahat ng tao at ginagamit na sa pang-araw-araw na pakikipagtastasan kaya patuloy itong nagiging buhay. Ang paggamit ng salitang Gen Z ay nagpapakita lamang ng suporta at pagtanggap sa lipunang ginagalawan.

Ngunit, ang mga salitang Gen Z ay kadalasang nagagamit ng mga mag-aaral sa pagsagot ng mga tanong, paggawa ng mga gawaing pang-akademiko at kadalasan ay naaapektuhan ang kasanayang morpolohikal. Maging ang kasanayan sa pagsasalita at pagsulat ng mga mag-aaral ay nalalahukan ng mga salitang Gen Z kung kaya ay nagdadala ito ng kalituhan sa mga mag-aaral at nahihirapang magsalita ng mga wastong salita sa Filipino.  Ito ang nagiging dahilan upang ang pagkatuto ng mga mag-aaral ay lubos na maapektuhan. Kung susuriin ang mga salitang Gen Z, ang mga ito ay hindi sumusunod sa tamang ayos ng morpema. Ayon nga sa naging pag-aaral nina Noval at mga kasama (2020), natuklasang ang mga kabataan sa kasalukuyang henerasyon ay gumagamit ng mga makabagong kaparaanan o morpolohikal na proseso sa pagbuo ng mga salitang Gen Z gaya ng kombinasyon o maraming proseso, pagbabago sa kahulugan, pagbabaligtad, pagbuo ng ekspresyon, pagpapalit ng salita sa salita, pagpapalit-pantig, pag-uugnay sa pangalan ng politiko, at pagbabago sa ispeling.[1] Kaugnay nito, ang mananaliksik ng pag-aaral na ito ay mismong nakatuklas ng malimit na pagkakamali sa wastong pagbabaybay ng mga mag-aaral sa mga akademikong sulatin lalo na sa kanyang tinuturuang asignatura kagaya na lamang ng salitang simbahan, ito ay binaybay bilang “cmbahan”.

Kaugnay nito, nararapat lamang na bigyang tuon ang kasanayang morpolohikal ng mga mag-aaral upang magamit at mabigyan ng maayos na pagpapakahulugan ang isang wika. Makatutulong din ito upang mas maging buo ang bokabularyo ng mga mag-aaral kabilang na ang pag-unawa.

Ang nabanggit na sitwasyon ay ilan lamang sa mga naging karanasan ng mananaliksik bilang guro na nagtuturo sa Baitang 11. Kaya naman sa pag-aaral na ito, nilayon ng mananaliksik na matukoy ang propayl ng mga mag-aaral ayon sa edad; kasarian; uri ng gadget na ginagamit; pagmamay-ari ng gadget; social media accounts; binabasa at pinanonood, matukoy ang  mga salitang Gen Z  at kahulugan nito at masuri ang mga salitang Gen Z ayon sa morpolohikal na pagsusuri ayon sa kahulugan, kayarian ng salita at kalikasan ng salita.

METHODS

   Ang kabuoang kalahok sa pag-aaral na ito ay binubuo ng pitumpu at limang mag-aaral (75) mula sa Baitang 11 ng Don Juan Flores Avalon National High School. Ang disenyong ginamit sa pag-aaral na ito ay deskriptibong pamamaraan upang mailarawan at masuri ang mga salitang Gen Z at morpolohikal na proseso ayon sa kahulugan ayon sa konotasyon at denotasyon,kalikasan ng salita at kayarian ng salita. Isinagawa ang pagpapasulat ng komposisyon at binalangkas na pakikipanayam sa mga kalahok ng pag-aaral bilang pangangalap ng datos.

Ang mga sumusunod ay mga gabay na tanong na ginamit ng mananaliksik sa pakikipanayam ng mga kalahok ng pag-aaral;

1.                  May mga  salitang Gen Z ba kayo na nabanggit o nagamit sa inyong isinulat na komposisyon?

2.                  Ano ang kahulugan ng mga salitang Gen Z na iyong nabanggit sa iyong isinulat na komposisyon?

3.                  Paano mo natutunan o nalaman ang mga salitang ito?

4.                  Mayroon bang mga bagong salitang Gen Z na sumisikat ngayon?

5.                  Ano ang mga karaniwang salitang Gen Z na madalas mong ginagamit sa pang-araw-araw na usapan?

6.                  Sa anong mga sitwasyon mo karaniwang ginagamit ang mga salitang Gen Z?

7.                  Mayroon bang pagkakaiba sa paraan ng pakikipag-usap ninyo sa online at personal?

8.                  Ano ang mga salitang ginagamit ninyo kapag nagkokomento o nagpopost kayo sa social media?

9.                  May mga hashtag ba kayong ginagamit na may kakaibang kahulugan?

10.               Tungkol saan ang mga ina-upload mo sa social media?

RESULTS AND DISCUSSIONS

   Ang pag-aaral na ito ay tungkol sa mga salitang Gen Z at kasanayang morpolohikal ng mga mag-aaral sa Baitang 11 ng Don Juan Flores Avalon National High School:Batayan sa pagbuo ng talasalitaan. Nilayon ng pag-aaral na ito na matukoy ang propayl ng mga mag-aaral ayon sa edad, kasarian, gadget na ginagamit, pagmamay-ari ng gadget, social media accounts na ginagamit, binabasa at pinanonood. Kabilang din sa tinukoy ng pag-aaral na ito ang mga salitang Gen Z at ang kahulugan nito, ang pagsusuri ng mga salitang Gen Z ayon sa morpema, kalikasan ng salita at kayarian ng salita at makabuo ng isang talasalitaan ng mga salitang Gen Z. Ang pag-aaral na ito ay makatutulong sa mga mag-aaral upang magkaroon ng limitasyon sa paggamit ng mga salitang Gen Z at mahubog ang kasanayang morpolohikal. Makatutulong din ito sa mga guro sa Filipino at sa mga guro na matagal nang nagtuturo upan magkaraon ng kaaalaman sa mga salitang Gen Z.

   Saklaw ng pag-aaral na ito mga salitang Gen Z at kasanayang morpolohikal ng mga mag-aaral sa Baitang 11 ng Don Juan F. Avalon National High School. Binubuo ng 75 tagatugon ang pag-aaral na ito na kinuha mula sa 15 seksyon ng Baitang 11. Ito ay ginamitan ng simple random sampling sa pamamagitan ng lottery method. Gumamit ng deskriptibong pamamaraan upang mailarawan ang mga salitang Gen Z at ang kasanayang mopolohikal.

   Sa pangangalap ng datos, gumamit talatanungan ang mananaliksik na binubuo ng tatlong bahagi, ang unang bahagi ang propayl ng mga tagatugon, pangalawa ang pagpapasulat ng komposisyon at pangatlo ang gabay na tanong para sa panayam. Sa pamamagitan nito natukoy ng mananaliksik ang propayl ng mga mag-aaral, lumabas sa pag-aaral na cellphone ang pinakagamiting gadget ng mga kabataan at ito ay sariling pagmamay-ari nila. Ang social media accounts na ginagamit nila ay higit sa isa katulad ng Facebook at Tiktok. Mahilig magbasa ng mga Facebook pages at Instagram/Tiktok captions at mahilig manood ng mga pelikula at videos sa Youtube. Nasuri din ang mga salitang Gen Z batay sa morplolohikal na pagsusuri ayon sa morpema, kayarian ng salita at kalikasan ng salita. Kaugnay nito, nabigyan ng mga pagpapakahulugan at mga katumbas sa pormal na wika ang mga salitang Gen Z.

CONCLUSION

   Batay sa ginawang pagsusuri at pag-aaral sa mga nakalap na mga datos, lumabas sa pag-aaral na:

   Ang mga mag-aral sa Baitang 11 na may edad 16 hanggang 17 taong gulang ay gumagamit ng cellphone na sariling pagmamay-ari nila. Ang Facebook at ang Tiktok ang social media accounts na ginagamit ng mga kabataan ngayon. Dito sila nawiwili at dito rin nila nakukuha at natutunan ang mga salitang Gen Z na alam nila. Mahilig magbasa ng mga Facebook pages at posts sa Tiktok ang mga mag-aaral at ayon sa mga mag-aaral sa isinagawang panayam, sa social media nila natutunan ang mga salitang Gen Z. Mahilig ding manood ng mga pelikula at mga video sa Youtube ang mga mag-aaral. Dito nila ginugugol ang kanilang oras kaya marami silang natututunan na mga bagong salita. Maliban sa panonood ng mga palabas, ang mga kabataan din ay mahilig maglaro ng ML o Mobile Legend dito sila natutong gumamit at magsalita ng mga tinatawag nilang “trash talks”.

   Batay sa ginawang morpolohikal na pagsusuri, karamihan sa mga salitang Gen Z ay mga malayang morpema na may bilang na limampu’t siyam (59) at labing isa (11) na di-malayang morpema. May mga binaligtad na salita na maybilang na walo (8) at mga dinaglata na may bilang na dalawampu’t apat (24). Ang mga ito ay nagtataglay nag kahulugan. Ang mga salitang Gen Z ay mga hiram na salita mula sa wikang Ingles at may mga nabuong likha na salita impluwensya ng mga nababasa at napapanood sa social media maging sa paglalaro sa online. Mayroon din namang mga salitang Gen Z na likas ayon sa kaliksan ng salita. Sa kayarian ng salita, karamihan sa mga salitang Gen Z ay mga payak na salita, mayroon ding maylapi at may isang inuulit. Samantala, marami ring mga salitang Gen Z ang nasa parirala kung binibigyan ng katumbas sa pormal na wika. May mga salitang pinaikli, nakabaligtad at nakadaglat. May mga magkakatulad ang kahulugan at katumbas sa pormal na wika ng ilang mga salitang Gen Z ngunit iba-iba ang termino na ginagamit. Ang mga to ay ginagamit sa pakikipag-usap sa mga kaibigan lalo na sa pakikipag-chat at pakikipag-text.

   Samantala, batay sa ginawang pagpapasulat ng komposisyon sa mga mag-aaral ng Baitang 11, walang nakita o walang ginamit na mga salitang Gen Z.  Samantala, natuklasan sa pagsusuri at pagwawasto na ang mga mag-aaral ay mahina sa pagbuo ng nilalaman at organisasyon ng teksto. Mahina rin ang mga mag-aaral sa paggamit ng wastong wika at gramatika at kulang sa pagkamalikhain. Lumabas sa pag-aaral na maraming pagkakamali sa pagbabaybay at wastong paggamit ng salita.

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EFERENCES

Eliaga, C. et.al (2014), Ang mga morpolohikal na proseso ng mga salitang GenZ, International Journal Research Studies in Education, October 1, 2024, mula sa https://consortiaacademia.org/wp-content/uploads/2023/v13i16/24831_final.pdf

Laylo, P.  Wikang Filipino: Ukol sa mga makabagong salita, Wikang Filipino: Ukol sa mga Makabagong Salita – @ikawalongpangkat-h11-01 on Tumblr, kinuha February 24, 2025

Malaque, M. (20250, Pagbubuo ng Glosaryo sa mga Salitang Gen Z sa Socmed: Tugon sa Elaborasyon ng Wikang Filipino, Kinuha April 1,2025

DOI 10.5281/zenodo.15761582

INTRODUCTION

   Ang wika ay dinamiko. Ito ay patuloy na nagbabago dala ng takbo ng panahon at patuloy na pag-unlad nito. Maraming mga salita sa Filipino ang namamatay dahil hindi na ginagamit, ngunit marami namang salita ang patuloy na umuusbong sa kasalukuyang panahon. Sa patuloy na pag-usbong ng panahon kasabay rin nito ang pag-usbong ng mga salitang Gen Z. Gen Z ang tawag sa mga kabataang ipinanganak sa pagitan ng taong 1997-2010, ito ang mga kabataang mulat na sa makabagong teknolohiya kasama na ang paggamit ng mga smartphones, internet at social media.

Hindi lingid sa kaalaman ng karamihan na ang mga salitang Gen Z ay patuloy na umuusbong sa kasalukuyan na ginagamit ng karamihan lalo na ng mga mag-aaral. Katulad na lamang ng mga salitang; yorme, lodi, werpa, arat, LOL, OTW at marami pang iba. Ang mga salitang ito ay natututunan ng mga tao sa mga sikat na personalidad na makikita sa telebisyon, mga salitang ginagamit sa mga social media, paglalaro ng mga online games at pagti-text. Patuloy itong umuusbong at patuloy itong naipapasa sa lahat ng tao at ginagamit na sa pang-araw-araw na pakikipagtastasan kaya patuloy itong nagiging buhay. Ang paggamit ng salitang Gen Z ay nagpapakita lamang ng suporta at pagtanggap sa lipunang ginagalawan.

Ngunit, ang mga salitang Gen Z ay kadalasang nagagamit ng mga mag-aaral sa pagsagot ng mga tanong, paggawa ng mga gawaing pang-akademiko at kadalasan ay naaapektuhan ang kasanayang morpolohikal. Maging ang kasanayan sa pagsasalita at pagsulat ng mga mag-aaral ay nalalahukan ng mga salitang Gen Z kung kaya ay nagdadala ito ng kalituhan sa mga mag-aaral at nahihirapang magsalita ng mga wastong salita sa Filipino.  Ito ang nagiging dahilan upang ang pagkatuto ng mga mag-aaral ay lubos na maapektuhan. Kung susuriin ang mga salitang Gen Z, ang mga ito ay hindi sumusunod sa tamang ayos ng morpema. Ayon nga sa naging pag-aaral nina Noval at mga kasama (2020), natuklasang ang mga kabataan sa kasalukuyang henerasyon ay gumagamit ng mga makabagong kaparaanan o morpolohikal na proseso sa pagbuo ng mga salitang Gen Z gaya ng kombinasyon o maraming proseso, pagbabago sa kahulugan, pagbabaligtad, pagbuo ng ekspresyon, pagpapalit ng salita sa salita, pagpapalit-pantig, pag-uugnay sa pangalan ng politiko, at pagbabago sa ispeling.[1] Kaugnay nito, ang mananaliksik ng pag-aaral na ito ay mismong nakatuklas ng malimit na pagkakamali sa wastong pagbabaybay ng mga mag-aaral sa mga akademikong sulatin lalo na sa kanyang tinuturuang asignatura kagaya na lamang ng salitang simbahan, ito ay binaybay bilang “cmbahan”.

Kaugnay nito, nararapat lamang na bigyang tuon ang kasanayang morpolohikal ng mga mag-aaral upang magamit at mabigyan ng maayos na pagpapakahulugan ang isang wika. Makatutulong din ito upang mas maging buo ang bokabularyo ng mga mag-aaral kabilang na ang pag-unawa.

Ang nabanggit na sitwasyon ay ilan lamang sa mga naging karanasan ng mananaliksik bilang guro na nagtuturo sa Baitang 11. Kaya naman sa pag-aaral na ito, nilayon ng mananaliksik na matukoy ang propayl ng mga mag-aaral ayon sa edad; kasarian; uri ng gadget na ginagamit; pagmamay-ari ng gadget; social media accounts; binabasa at pinanonood, matukoy ang  mga salitang Gen Z  at kahulugan nito at masuri ang mga salitang Gen Z ayon sa morpolohikal na pagsusuri ayon sa kahulugan, kayarian ng salita at kalikasan ng salita.

METHODS

   Ang kabuoang kalahok sa pag-aaral na ito ay binubuo ng pitumpu at limang mag-aaral (75) mula sa Baitang 11 ng Don Juan Flores Avalon National High School. Ang disenyong ginamit sa pag-aaral na ito ay deskriptibong pamamaraan upang mailarawan at masuri ang mga salitang Gen Z at morpolohikal na proseso ayon sa kahulugan ayon sa konotasyon at denotasyon,kalikasan ng salita at kayarian ng salita. Isinagawa ang pagpapasulat ng komposisyon at binalangkas na pakikipanayam sa mga kalahok ng pag-aaral bilang pangangalap ng datos.

Ang mga sumusunod ay mga gabay na tanong na ginamit ng mananaliksik sa pakikipanayam ng mga kalahok ng pag-aaral;

1.                  May mga  salitang Gen Z ba kayo na nabanggit o nagamit sa inyong isinulat na komposisyon?

2.                  Ano ang kahulugan ng mga salitang Gen Z na iyong nabanggit sa iyong isinulat na komposisyon?

3.                  Paano mo natutunan o nalaman ang mga salitang ito?

4.                  Mayroon bang mga bagong salitang Gen Z na sumisikat ngayon?

5.                  Ano ang mga karaniwang salitang Gen Z na madalas mong ginagamit sa pang-araw-araw na usapan?

6.                  Sa anong mga sitwasyon mo karaniwang ginagamit ang mga salitang Gen Z?

7.                  Mayroon bang pagkakaiba sa paraan ng pakikipag-usap ninyo sa online at personal?

8.                  Ano ang mga salitang ginagamit ninyo kapag nagkokomento o nagpopost kayo sa social media?

9.                  May mga hashtag ba kayong ginagamit na may kakaibang kahulugan?

10.               Tungkol saan ang mga ina-upload mo sa social media?

RESULTS AND DISCUSSIONS

   Ang pag-aaral na ito ay tungkol sa mga salitang Gen Z at kasanayang morpolohikal ng mga mag-aaral sa Baitang 11 ng Don Juan Flores Avalon National High School:Batayan sa pagbuo ng talasalitaan. Nilayon ng pag-aaral na ito na matukoy ang propayl ng mga mag-aaral ayon sa edad, kasarian, gadget na ginagamit, pagmamay-ari ng gadget, social media accounts na ginagamit, binabasa at pinanonood. Kabilang din sa tinukoy ng pag-aaral na ito ang mga salitang Gen Z at ang kahulugan nito, ang pagsusuri ng mga salitang Gen Z ayon sa morpema, kalikasan ng salita at kayarian ng salita at makabuo ng isang talasalitaan ng mga salitang Gen Z. Ang pag-aaral na ito ay makatutulong sa mga mag-aaral upang magkaroon ng limitasyon sa paggamit ng mga salitang Gen Z at mahubog ang kasanayang morpolohikal. Makatutulong din ito sa mga guro sa Filipino at sa mga guro na matagal nang nagtuturo upan magkaraon ng kaaalaman sa mga salitang Gen Z.

   Saklaw ng pag-aaral na ito mga salitang Gen Z at kasanayang morpolohikal ng mga mag-aaral sa Baitang 11 ng Don Juan F. Avalon National High School. Binubuo ng 75 tagatugon ang pag-aaral na ito na kinuha mula sa 15 seksyon ng Baitang 11. Ito ay ginamitan ng simple random sampling sa pamamagitan ng lottery method. Gumamit ng deskriptibong pamamaraan upang mailarawan ang mga salitang Gen Z at ang kasanayang mopolohikal.

   Sa pangangalap ng datos, gumamit talatanungan ang mananaliksik na binubuo ng tatlong bahagi, ang unang bahagi ang propayl ng mga tagatugon, pangalawa ang pagpapasulat ng komposisyon at pangatlo ang gabay na tanong para sa panayam. Sa pamamagitan nito natukoy ng mananaliksik ang propayl ng mga mag-aaral, lumabas sa pag-aaral na cellphone ang pinakagamiting gadget ng mga kabataan at ito ay sariling pagmamay-ari nila. Ang social media accounts na ginagamit nila ay higit sa isa katulad ng Facebook at Tiktok. Mahilig magbasa ng mga Facebook pages at Instagram/Tiktok captions at mahilig manood ng mga pelikula at videos sa Youtube. Nasuri din ang mga salitang Gen Z batay sa morplolohikal na pagsusuri ayon sa morpema, kayarian ng salita at kalikasan ng salita. Kaugnay nito, nabigyan ng mga pagpapakahulugan at mga katumbas sa pormal na wika ang mga salitang Gen Z.

CONCLUSION

   Batay sa ginawang pagsusuri at pag-aaral sa mga nakalap na mga datos, lumabas sa pag-aaral na:

   Ang mga mag-aral sa Baitang 11 na may edad 16 hanggang 17 taong gulang ay gumagamit ng cellphone na sariling pagmamay-ari nila. Ang Facebook at ang Tiktok ang social media accounts na ginagamit ng mga kabataan ngayon. Dito sila nawiwili at dito rin nila nakukuha at natutunan ang mga salitang Gen Z na alam nila. Mahilig magbasa ng mga Facebook pages at posts sa Tiktok ang mga mag-aaral at ayon sa mga mag-aaral sa isinagawang panayam, sa social media nila natutunan ang mga salitang Gen Z. Mahilig ding manood ng mga pelikula at mga video sa Youtube ang mga mag-aaral. Dito nila ginugugol ang kanilang oras kaya marami silang natututunan na mga bagong salita. Maliban sa panonood ng mga palabas, ang mga kabataan din ay mahilig maglaro ng ML o Mobile Legend dito sila natutong gumamit at magsalita ng mga tinatawag nilang “trash talks”.

   Batay sa ginawang morpolohikal na pagsusuri, karamihan sa mga salitang Gen Z ay mga malayang morpema na may bilang na limampu’t siyam (59) at labing isa (11) na di-malayang morpema. May mga binaligtad na salita na maybilang na walo (8) at mga dinaglata na may bilang na dalawampu’t apat (24). Ang mga ito ay nagtataglay nag kahulugan. Ang mga salitang Gen Z ay mga hiram na salita mula sa wikang Ingles at may mga nabuong likha na salita impluwensya ng mga nababasa at napapanood sa social media maging sa paglalaro sa online. Mayroon din namang mga salitang Gen Z na likas ayon sa kaliksan ng salita. Sa kayarian ng salita, karamihan sa mga salitang Gen Z ay mga payak na salita, mayroon ding maylapi at may isang inuulit. Samantala, marami ring mga salitang Gen Z ang nasa parirala kung binibigyan ng katumbas sa pormal na wika. May mga salitang pinaikli, nakabaligtad at nakadaglat. May mga magkakatulad ang kahulugan at katumbas sa pormal na wika ng ilang mga salitang Gen Z ngunit iba-iba ang termino na ginagamit. Ang mga to ay ginagamit sa pakikipag-usap sa mga kaibigan lalo na sa pakikipag-chat at pakikipag-text.

   Samantala, batay sa ginawang pagpapasulat ng komposisyon sa mga mag-aaral ng Baitang 11, walang nakita o walang ginamit na mga salitang Gen Z.  Samantala, natuklasan sa pagsusuri at pagwawasto na ang mga mag-aaral ay mahina sa pagbuo ng nilalaman at organisasyon ng teksto. Mahina rin ang mga mag-aaral sa paggamit ng wastong wika at gramatika at kulang sa pagkamalikhain. Lumabas sa pag-aaral na maraming pagkakamali sa pagbabaybay at wastong paggamit ng salita.

R

EFERENCES

Eliaga, C. et.al (2014), Ang mga morpolohikal na proseso ng mga salitang GenZ, International Journal Research Studies in Education, October 1, 2024, mula sa https://consortiaacademia.org/wp-content/uploads/2023/v13i16/24831_final.pdf

Laylo, P.  Wikang Filipino: Ukol sa mga makabagong salita, Wikang Filipino: Ukol sa mga Makabagong Salita – @ikawalongpangkat-h11-01 on Tumblr, kinuha February 24, 2025

Malaque, M. (20250, Pagbubuo ng Glosaryo sa mga Salitang Gen Z sa Socmed: Tugon sa Elaborasyon ng Wikang Filipino, Kinuha April 1,2025

DOI 10.5281/zenodo.15761582

INTRODUCTION

   Ang wika ay dinamiko. Ito ay patuloy na nagbabago dala ng takbo ng panahon at patuloy na pag-unlad nito. Maraming mga salita sa Filipino ang namamatay dahil hindi na ginagamit, ngunit marami namang salita ang patuloy na umuusbong sa kasalukuyang panahon. Sa patuloy na pag-usbong ng panahon kasabay rin nito ang pag-usbong ng mga salitang Gen Z. Gen Z ang tawag sa mga kabataang ipinanganak sa pagitan ng taong 1997-2010, ito ang mga kabataang mulat na sa makabagong teknolohiya kasama na ang paggamit ng mga smartphones, internet at social media.

Hindi lingid sa kaalaman ng karamihan na ang mga salitang Gen Z ay patuloy na umuusbong sa kasalukuyan na ginagamit ng karamihan lalo na ng mga mag-aaral. Katulad na lamang ng mga salitang; yorme, lodi, werpa, arat, LOL, OTW at marami pang iba. Ang mga salitang ito ay natututunan ng mga tao sa mga sikat na personalidad na makikita sa telebisyon, mga salitang ginagamit sa mga social media, paglalaro ng mga online games at pagti-text. Patuloy itong umuusbong at patuloy itong naipapasa sa lahat ng tao at ginagamit na sa pang-araw-araw na pakikipagtastasan kaya patuloy itong nagiging buhay. Ang paggamit ng salitang Gen Z ay nagpapakita lamang ng suporta at pagtanggap sa lipunang ginagalawan.

Ngunit, ang mga salitang Gen Z ay kadalasang nagagamit ng mga mag-aaral sa pagsagot ng mga tanong, paggawa ng mga gawaing pang-akademiko at kadalasan ay naaapektuhan ang kasanayang morpolohikal. Maging ang kasanayan sa pagsasalita at pagsulat ng mga mag-aaral ay nalalahukan ng mga salitang Gen Z kung kaya ay nagdadala ito ng kalituhan sa mga mag-aaral at nahihirapang magsalita ng mga wastong salita sa Filipino.  Ito ang nagiging dahilan upang ang pagkatuto ng mga mag-aaral ay lubos na maapektuhan. Kung susuriin ang mga salitang Gen Z, ang mga ito ay hindi sumusunod sa tamang ayos ng morpema. Ayon nga sa naging pag-aaral nina Noval at mga kasama (2020), natuklasang ang mga kabataan sa kasalukuyang henerasyon ay gumagamit ng mga makabagong kaparaanan o morpolohikal na proseso sa pagbuo ng mga salitang Gen Z gaya ng kombinasyon o maraming proseso, pagbabago sa kahulugan, pagbabaligtad, pagbuo ng ekspresyon, pagpapalit ng salita sa salita, pagpapalit-pantig, pag-uugnay sa pangalan ng politiko, at pagbabago sa ispeling.[1] Kaugnay nito, ang mananaliksik ng pag-aaral na ito ay mismong nakatuklas ng malimit na pagkakamali sa wastong pagbabaybay ng mga mag-aaral sa mga akademikong sulatin lalo na sa kanyang tinuturuang asignatura kagaya na lamang ng salitang simbahan, ito ay binaybay bilang “cmbahan”.

Kaugnay nito, nararapat lamang na bigyang tuon ang kasanayang morpolohikal ng mga mag-aaral upang magamit at mabigyan ng maayos na pagpapakahulugan ang isang wika. Makatutulong din ito upang mas maging buo ang bokabularyo ng mga mag-aaral kabilang na ang pag-unawa.

Ang nabanggit na sitwasyon ay ilan lamang sa mga naging karanasan ng mananaliksik bilang guro na nagtuturo sa Baitang 11. Kaya naman sa pag-aaral na ito, nilayon ng mananaliksik na matukoy ang propayl ng mga mag-aaral ayon sa edad; kasarian; uri ng gadget na ginagamit; pagmamay-ari ng gadget; social media accounts; binabasa at pinanonood, matukoy ang  mga salitang Gen Z  at kahulugan nito at masuri ang mga salitang Gen Z ayon sa morpolohikal na pagsusuri ayon sa kahulugan, kayarian ng salita at kalikasan ng salita.

METHODS

   Ang kabuoang kalahok sa pag-aaral na ito ay binubuo ng pitumpu at limang mag-aaral (75) mula sa Baitang 11 ng Don Juan Flores Avalon National High School. Ang disenyong ginamit sa pag-aaral na ito ay deskriptibong pamamaraan upang mailarawan at masuri ang mga salitang Gen Z at morpolohikal na proseso ayon sa kahulugan ayon sa konotasyon at denotasyon,kalikasan ng salita at kayarian ng salita. Isinagawa ang pagpapasulat ng komposisyon at binalangkas na pakikipanayam sa mga kalahok ng pag-aaral bilang pangangalap ng datos.

Ang mga sumusunod ay mga gabay na tanong na ginamit ng mananaliksik sa pakikipanayam ng mga kalahok ng pag-aaral;

1.                  May mga  salitang Gen Z ba kayo na nabanggit o nagamit sa inyong isinulat na komposisyon?

2.                  Ano ang kahulugan ng mga salitang Gen Z na iyong nabanggit sa iyong isinulat na komposisyon?

3.                  Paano mo natutunan o nalaman ang mga salitang ito?

4.                  Mayroon bang mga bagong salitang Gen Z na sumisikat ngayon?

5.                  Ano ang mga karaniwang salitang Gen Z na madalas mong ginagamit sa pang-araw-araw na usapan?

6.                  Sa anong mga sitwasyon mo karaniwang ginagamit ang mga salitang Gen Z?

7.                  Mayroon bang pagkakaiba sa paraan ng pakikipag-usap ninyo sa online at personal?

8.                  Ano ang mga salitang ginagamit ninyo kapag nagkokomento o nagpopost kayo sa social media?

9.                  May mga hashtag ba kayong ginagamit na may kakaibang kahulugan?

10.               Tungkol saan ang mga ina-upload mo sa social media?

RESULTS AND DISCUSSIONS

   Ang pag-aaral na ito ay tungkol sa mga salitang Gen Z at kasanayang morpolohikal ng mga mag-aaral sa Baitang 11 ng Don Juan Flores Avalon National High School:Batayan sa pagbuo ng talasalitaan. Nilayon ng pag-aaral na ito na matukoy ang propayl ng mga mag-aaral ayon sa edad, kasarian, gadget na ginagamit, pagmamay-ari ng gadget, social media accounts na ginagamit, binabasa at pinanonood. Kabilang din sa tinukoy ng pag-aaral na ito ang mga salitang Gen Z at ang kahulugan nito, ang pagsusuri ng mga salitang Gen Z ayon sa morpema, kalikasan ng salita at kayarian ng salita at makabuo ng isang talasalitaan ng mga salitang Gen Z. Ang pag-aaral na ito ay makatutulong sa mga mag-aaral upang magkaroon ng limitasyon sa paggamit ng mga salitang Gen Z at mahubog ang kasanayang morpolohikal. Makatutulong din ito sa mga guro sa Filipino at sa mga guro na matagal nang nagtuturo upan magkaraon ng kaaalaman sa mga salitang Gen Z.

   Saklaw ng pag-aaral na ito mga salitang Gen Z at kasanayang morpolohikal ng mga mag-aaral sa Baitang 11 ng Don Juan F. Avalon National High School. Binubuo ng 75 tagatugon ang pag-aaral na ito na kinuha mula sa 15 seksyon ng Baitang 11. Ito ay ginamitan ng simple random sampling sa pamamagitan ng lottery method. Gumamit ng deskriptibong pamamaraan upang mailarawan ang mga salitang Gen Z at ang kasanayang mopolohikal.

   Sa pangangalap ng datos, gumamit talatanungan ang mananaliksik na binubuo ng tatlong bahagi, ang unang bahagi ang propayl ng mga tagatugon, pangalawa ang pagpapasulat ng komposisyon at pangatlo ang gabay na tanong para sa panayam. Sa pamamagitan nito natukoy ng mananaliksik ang propayl ng mga mag-aaral, lumabas sa pag-aaral na cellphone ang pinakagamiting gadget ng mga kabataan at ito ay sariling pagmamay-ari nila. Ang social media accounts na ginagamit nila ay higit sa isa katulad ng Facebook at Tiktok. Mahilig magbasa ng mga Facebook pages at Instagram/Tiktok captions at mahilig manood ng mga pelikula at videos sa Youtube. Nasuri din ang mga salitang Gen Z batay sa morplolohikal na pagsusuri ayon sa morpema, kayarian ng salita at kalikasan ng salita. Kaugnay nito, nabigyan ng mga pagpapakahulugan at mga katumbas sa pormal na wika ang mga salitang Gen Z.

CONCLUSION

   Batay sa ginawang pagsusuri at pag-aaral sa mga nakalap na mga datos, lumabas sa pag-aaral na:

   Ang mga mag-aral sa Baitang 11 na may edad 16 hanggang 17 taong gulang ay gumagamit ng cellphone na sariling pagmamay-ari nila. Ang Facebook at ang Tiktok ang social media accounts na ginagamit ng mga kabataan ngayon. Dito sila nawiwili at dito rin nila nakukuha at natutunan ang mga salitang Gen Z na alam nila. Mahilig magbasa ng mga Facebook pages at posts sa Tiktok ang mga mag-aaral at ayon sa mga mag-aaral sa isinagawang panayam, sa social media nila natutunan ang mga salitang Gen Z. Mahilig ding manood ng mga pelikula at mga video sa Youtube ang mga mag-aaral. Dito nila ginugugol ang kanilang oras kaya marami silang natututunan na mga bagong salita. Maliban sa panonood ng mga palabas, ang mga kabataan din ay mahilig maglaro ng ML o Mobile Legend dito sila natutong gumamit at magsalita ng mga tinatawag nilang “trash talks”.

   Batay sa ginawang morpolohikal na pagsusuri, karamihan sa mga salitang Gen Z ay mga malayang morpema na may bilang na limampu’t siyam (59) at labing isa (11) na di-malayang morpema. May mga binaligtad na salita na maybilang na walo (8) at mga dinaglata na may bilang na dalawampu’t apat (24). Ang mga ito ay nagtataglay nag kahulugan. Ang mga salitang Gen Z ay mga hiram na salita mula sa wikang Ingles at may mga nabuong likha na salita impluwensya ng mga nababasa at napapanood sa social media maging sa paglalaro sa online. Mayroon din namang mga salitang Gen Z na likas ayon sa kaliksan ng salita. Sa kayarian ng salita, karamihan sa mga salitang Gen Z ay mga payak na salita, mayroon ding maylapi at may isang inuulit. Samantala, marami ring mga salitang Gen Z ang nasa parirala kung binibigyan ng katumbas sa pormal na wika. May mga salitang pinaikli, nakabaligtad at nakadaglat. May mga magkakatulad ang kahulugan at katumbas sa pormal na wika ng ilang mga salitang Gen Z ngunit iba-iba ang termino na ginagamit. Ang mga to ay ginagamit sa pakikipag-usap sa mga kaibigan lalo na sa pakikipag-chat at pakikipag-text.

   Samantala, batay sa ginawang pagpapasulat ng komposisyon sa mga mag-aaral ng Baitang 11, walang nakita o walang ginamit na mga salitang Gen Z.  Samantala, natuklasan sa pagsusuri at pagwawasto na ang mga mag-aaral ay mahina sa pagbuo ng nilalaman at organisasyon ng teksto. Mahina rin ang mga mag-aaral sa paggamit ng wastong wika at gramatika at kulang sa pagkamalikhain. Lumabas sa pag-aaral na maraming pagkakamali sa pagbabaybay at wastong paggamit ng salita.

R

EFERENCES

Eliaga, C. et.al (2014), Ang mga morpolohikal na proseso ng mga salitang GenZ, International Journal Research Studies in Education, October 1, 2024, mula sa https://consortiaacademia.org/wp-content/uploads/2023/v13i16/24831_final.pdf

Laylo, P.  Wikang Filipino: Ukol sa mga makabagong salita, Wikang Filipino: Ukol sa mga Makabagong Salita – @ikawalongpangkat-h11-01 on Tumblr, kinuha February 24, 2025

Malaque, M. (20250, Pagbubuo ng Glosaryo sa mga Salitang Gen Z sa Socmed: Tugon sa Elaborasyon ng Wikang Filipino, Kinuha April 1,2025

DOI 10.5281/zenodo.15761582

I.                  Abstract

This research delves into the transformative potential of integrating artificial intelligence (AI) and predictive analysis into modern project management practices. The primary focus is on improving decision-making processes, optimizing resource management, and minimizing risks. By leveraging AI-driven tools, organizations can analyze vast datasets, quickly identify emerging issues, and predict future project outcomes with greater accuracy. These capabilities empower project managers to better plan, execute, and monitor their projects, utilizing AI algorithms, machine learning techniques, and forecasting models.

The study underscores the importance of AI in addressing key challenges in resource allocation management. Current systems, while reliable and user-friendly, are hindered by communication inefficiencies, lack of transparency, reliance on manual processes, and limited adaptability. These issues contribute to suboptimal resource management, affecting overall project efficiency and effectiveness.

A significant component of this research is the evaluation of an existing monitoring tool, which, despite its user-friendliness and time alert notifications, exhibits limitations in data coverage and adaptability. While users generally trust the tool for making informed decisions about resource allocation, the need for enhancements is evident.

In response to these challenges, a Forecast Model was introduced to enhance the resource allocation process. This model received positive feedback, with users expressing high levels of satisfaction regarding its ability to improve efficiency, precision in forecasting, and responsiveness to demand variability over time.

The research concludes that while current frameworks have dependable characteristics, there is a critical need to improve communication strategies, transparency, and adaptability within resource allocation systems. The adoption of sophisticated predictive models and AI-based tools, customized to meet the specific needs of organizations, is strongly recommended. Such advancements are expected to significantly boost resource utilization efficiency and contribute to better overall organizational performance, paving the way for more informed decision-making and more effective project management.

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Abstract. Lectins possessing the ability to agglutinate erythrocytes in recent studies making them called as hemagglutinins, or phytohemagglutinins (PHA), because of their property to agglutinate red blood cells (RBCs). There are about 500 species of plants have been documented and it was said that its hemagglutinating activity is inhibited by simple sugars, which represent the binding site for the lectin on the cell surface. These proteins and their corresponding genes have been characterized mostly in Phaseolus species such as common bean also known as Kidney bean (P. vulgaris). This legume was used in the study to test its hemagglutinins and its capability to be developed into an alternative blood typing sera for either blood type A or B. Three extraction techniques were used to extract the Lectin content of the legume. These techniques were the Soxhlet extraction, the ultrasound-assisted solvent extraction (UASE) and the microwave-assisted solvent extraction (MASE) technique. The researcher concluded that UASE is a good extraction technique for the extraction of lectin compared to Soxhlet extraction as it takes lesser amount of time, safe to perform, and yields the highest number of substances from extracts as it does not deactivate it because of too much heat just like MASE. Phaseolus vulgaris extract exhibits hemagglutinating capabilities even extracted from different extraction technique and even if applied as different extract concentration.

Keywords: Blood Typing Sera, Extraction, Lectin, Phaseolus vulgaris

DOI 10.5281/zenodo.15761870

Abstract

This study systematically examines financing channels suitable for start-ups, constructing a three-dimensional analytical framework that includes channel characteristics, influencing factors, and strategic optimization. By conducting an in-depth analysis of five major financing channels—angel investment, venture capital, government support, crowdfunding, and bank loans—and comparing 12 typical cases across different stages, the study reveals the dynamic adaptation mechanism for channel selection. The findings indicate that early-stage tech companies can increase their financing efficiency by 37% through a combination of angel investment and government support. For growing companies, adopting a financing structure of 70% equity and 30% debt can reduce control dilution risk by 28%. This study fills a gap in empirical research on dynamic channel adaptation in emerging markets, providing a comprehensive financing strategy roadmap for start-ups from the seed stage to the expansion stage.

Key words: start-up enterprises; financing channels; dynamic adaptation; strategic optimization; equity and debt portfolio

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Abstract:  To gain a deeper understanding of national history, one must first explore and comprehend the history of their own locality. This foundational knowledge is crucial for students to become familiar with significant figures, historical landmarks, key events, and the cultural heritage of their community. Recognizing this, the quasi-experimental study developed a local history-based learning module focused on Tanauan City to enhance students' social understanding. The study involved Grade 11 HUMSS students divided into control and experimental groups. A pre-test-posttest design was employed to evaluate the difference in effectiveness between the prescribed teaching and learning materials and the developed local history-based learning module in enhancing student’s social understanding. Additionally, a survey questionnaire was administered to assess students' perceptions of the module's learning objectives, content, visualization, suitability of approach, and clarity. Findings revealed that students strongly agreed to the learning objectives, content, visualization, suitability of approach, and clarity of the developed module. There was no significant difference between the pre-test scores of both groups, indicating a comparable baseline. The Control Group showed no significant improvement after using the prescribed materials, while the Experimental Group showed a significant gain after using the developed module. Posttest scores between the two groups also showed a significant difference, proving the module’s effectiveness in enhancing students’ social understanding. Based on the results, the study recommends further research on the development and evaluation of additional learning materials focused on local history. These resources could strengthen students' connection with their community, foster deeper engagement in the learning process, and promote a more comprehensive understanding of historical and cultural contexts.

Keywords: Local history, local history-based learning module, social understanding, quasi-experimental study, student engagement.

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Abstract

Many churches in the Philippines face a shortage of pastoral leaders, even as the need for ministry continues to grow. Yet fewer laypeople are stepping forward to pursue pastoral ministry. This article explores the barriers that hinder Filipino lay members from responding to God’s call. Based on a quantitative study of 85 lay participants from the Pangasinan West District of the United Methodist Church, the research identifies five major challenges: financial and educational limitations, personal and family responsibilities, low spiritual confidence, lack of church support, and social perceptions. These findings are framed within a theological view of vocation. The study calls for churches to invest in mentoring, discipleship, and clearer ministry pathways to raise future leaders.

Keywords: pastoral ministry, Filipino laypeople, ministry barriers, spiritual calling, United Methodist Church, leadership development

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Abstract

Many Filipino laypeople in the Christian church feel a sincere call to pastoral ministry, but they face multiple barriers that shape how they see themselves and their role in God’s work. This article—the second in a three-part series—explores how these challenges affect five key areas of spiritual identity: Calling and Confidence (education and financial concerns), Belonging and Responsibility (family and personal duties), Readiness and Grace (spiritual preparedness), Support and Formation (church guidance), and Affirmation and Inclusion (social perceptions around age and gender). Using a quantitative descriptive design, the study analyzes survey responses from 85 active laypeople in one rural church district in the Philippines. The same dataset from Article 1 (Called But Hindered: Filipino Laypeople and the Road to Pastoral Ministry) is re-examined here to focus on the internal impact of ministry barriers. Findings show that even with a deep desire to serve, many laypeople feel unsure, unsupported, or unseen—leading to a fragile sense of readiness. Through biblical reflection and Wesleyan theology, this article emphasizes that struggle is not the opposite of calling—it can be the very place where grace begins to grow. When the church understands how barriers shape spiritual identity, it can offer more compassionate and practical support through mentoring, training, and inclusion.

Keywords: lay ministry, spiritual identity, Filipino church, pastoral calling, ministry barriers, vocational formation, Wesleyan theology

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Abstract

This article introduces the BRIDGE Model—a church-based framework developed to support Filipino laypeople in discerning and pursuing a call to pastoral ministry. It is the third in a research series, following the earlier studies Called But Hindered: Filipino Laypeople and the Road to Pastoral Ministry, and Shaped by Struggle: Barriers to the Spiritual Identity of Filipino Laypeople. While the first two articles identified barriers and their impact on spiritual identity, this article moves from analysis to action. The BRIDGE Model offers a contextual, theologically grounded, and biblically rooted strategy for churches to respond to the vocational needs of their members. It outlines six core elements: Belonging, Resourcing, Integration, Discernment, Guidance, and Empowerment—each addressing key spiritual and systemic challenges uncovered in the research, such as financial hardship, gender bias, lack of mentorship, and institutional gaps. Drawing from Wesleyan theology and pastoral care principles, the model emphasizes grace-based formation and communal accompaniment. This article provides practical tools for local churches, encouraging intentional structures that affirm, equip, and send out laypeople. By doing so, churches strengthen their discipleship ministries and embody their calling as nurturing communities for leadership development.

Keywords: lay ministry, spiritual identity, Filipino church, pastoral calling, ministry barriers, vocational formation, Wesleyan theology

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ABSTRACT

The COVID-19 pandemic posed unprecedented challenges to students worldwide, disrupting traditional modes of learning and affecting academic performance. Nonetheless, there is a lack of sufficient research on how Junior High School students from public schools, especially those in rural areas such as Isabela, Philippines, managed and responded to these challenges. Thus, this study investigated the challenges encountered by the Junior High School students of Isabela National High School and the coping mechanisms they employed during the COVID-19 pandemic, as well as their effect on academic performance. Utilizing a descriptive research design, data were gathered from 840 randomly selected students using a structured questionnaire and informal interviews. Findings showed that students moderately experienced challenges, particularly those related to learning resources and environment, followed by the learning process and personal factors. Technology-related issues were the least encountered. Coping mechanisms were consistently utilized, with variations noted based on sex, curriculum, and family income. A significant relationship was found between the challenges encountered and the students’ academic performance, but not between coping mechanisms and performance. Notably, most students achieved an outstanding academic performance during the pandemic. The study recommends enhanced support services, increased parental involvement, improved online access to learning materials, and further research on student and teacher challenges in pandemic contexts to guide future educational strategies and policies.

Keywords: COVID-19 pandemic, academic performance, challenges encountered, coping mechanisms, Junior High School students, descriptive research design

DOI 10.5281/zenodo.15794876

Abstract

Technology and Livelihood Education (TLE) equips learners with essential technical and vocational skills aligned with national development goals. However, there is limited research examining how the current status of TLE instruction impacts teacher performance, particularly in public secondary schools. This study assessed the status of teaching Technology and Livelihood Education (TLE) at Delfin Albano High School, Cabagan, Isabela, and examined its effect on teacher performance. Using a descriptive-correlational research design, the study involved TLE teachers, students, and school heads as respondents. Data were gathered through a researcher-made questionnaire, interviews, and observations. Findings revealed that most TLE teachers were young, female, and held degrees unrelated to TLE, though many had TESDA certifications. Learner-centered teaching methods and appropriate evaluative measures were frequently used. School facilities were perceived as adequate, but tools and equipment, especially for Industrial Arts and Home Economics, were very inadequate. Most teachers achieved “Outstanding” performance ratings. Significant positive correlations were found between teacher performance and factors such as age, teaching position, years of experience, and adequacy of tools and equipment. The study recommends continuous professional development, improved procurement and maintenance of TLE tools and facilities, and further research on student attitudes, teacher challenges, and instructional resource adequacy.

Keywords: Technology and Livelihood Education (TLE), Teacher Performance, Instructional Methods, Facilities and Equipment Adequacy, Descriptive-Correlational Study

DOI 10.5281/zenodo.15795119

INTRODUCTION

              Tobacco smoking remains one of the leading causes of preventable deaths worldwide, with an estimated 4.9 million deaths annually attributed to smoking-related illnesses. This figure is projected to rise to 10 million by 2030, with 70% of these deaths occurring in developing countries like the Philippines (WHO, 2017). While the association between smoking and respiratory or cardiovascular diseases is well-documented, emerging evidence suggests that tobacco smoke may also contribute to urinary tract infections (UTIs) (Foxman, 2014). This potential link is often overlooked, despite the significant burden UTIs place on healthcare systems globally.

              In the Philippines, approximately 28% of adults (17.3 million) are tobacco smokers, with males initiating smoking as early as 17.4 years and females at 19.1 years (Philippine Council for Health Research and Development, 2015). Early exposure to tobacco increases the risk of infections due to prolonged contact with harmful chemicals and pathogens present in tobacco products. Tobacco leaves and smoke contain a variety of microorganisms, including Klebsiella, Proteus, and Enterobacter spp., which are opportunistic pathogens known to cause UTIs (Larsson et al., 2008). These bacteria produce endotoxins and can survive the combustion process, making tobacco smoke a bioaerosol capable of transmitting pathogens to the respiratory and urinary systems (Hasday et al., 2014).

              UTIs are classified into two types: uncomplicated and complicated. Uncomplicated UTIs are more common in females and are typically treatable with antibiotics, while complicated UTIs are associated with higher morbidity and mortality, often occurring in individuals with structural abnormalities or comorbidities (Flores-Mireles et al., 2014). Opportunistic pathogens found in tobacco smoke may colonize the urinary tract, particularly in immunocompromised individuals, leading to recurrent infections (Forbes et al., 2007).

              Given the presence of these pathogens in tobacco smoke and the high prevalence of smoking in the Philippines, this study aims to investigate whether exposure to tobacco smoke contributes to the development or recurrence of UTIs. By examining the microbial composition of tobacco and analyzing UTI prevalence among smokers and non-smokers in a high-risk occupational group, this research seeks to provide evidence for a potential link between tobacco smoke exposure and urinary tract infections.

METHODOLOGY

Study Design and Setting

A cross-sectional study was conducted between October 1-31, 2017, to investigate the prevalence of urinary tract infections (UTIs) and their association with smoking among female call-center agents. Participants were recruited during routine physical examinations at a private clinic in Pasay City, Philippines. Data were collected through structured questionnaires and clinical records.

Participants

Inclusion Criteria:

·       Female call-center agents aged 20–40 years.

·       No antibiotic use in the past month.

Exclusion Criteria:

·       Pregnancy (confirmed via clinical records).

·       History of chronic kidney disease, diabetes, or immunosuppressive conditions.

·       Incomplete questionnaire or urinalysis data.

Recruitment and Sampling:

A convenience sampling method was used. Of 105 eligible individuals, 84 met inclusion criteria and consented to participate (response rate: 80%).

Data Collection

1. Questionnaires:

o   Administered in person by trained staff.

o   Demographics: Age, occupation duration, socioeconomic status.

o   Lifestyle Factors: Self-reported smoking habits (current smoker, pack-years), hydration habits, and frequency of bathroom breaks.

o   Medical History: Prior UTIs, contraceptive use.

2. Clinical Records:

o   Urinalysis: Midstream clean-catch urine samples analyzed for:

§  WBC count: UTI defined as ≥10 WBCs per high-power field.

§  Proteinuria: Abnormal levels defined as ≥30 mg/dL.

Operational Definitions

·       UTI Case: WBC count ≥10/hpf on urinalysis.

·       Smoker: Self-reported current tobacco use (≥1 cigarette/day for the past month).

·       Non-Smoker: No tobacco use in the past 6 months.

Statistical Analysis

·       Prevalence: Calculated as (UTI cases / total participants) × 100%.

·       Relative Risk (RR): Estimated as (UTI proportion in smokers) / (UTI proportion in non-smokers), with 95% confidence intervals (CI).

RESULTS AND DISCUSSION

Table 1: Distribution of Urinary Tract Infections (UTI) Among Smokers and Non-Smokers

Group

UTI Positive

UTI Negative

Total

Smokers

16 (a)

13 (b)

29

Non-Smokers

19 (c)

36 (d)

55

Total

35

49

84

Table 1 summarizes the distribution of urinary tract infection (UTI) cases among smokers and non-smokers in a sample of 84 participants. Among smokers, 55.2% (16 out of 29) tested positive for UTI, while 44.8% (13 out of 29) tested negative. In contrast, non-smokers had a lower UTI prevalence, with 34.5% (19 out of 55) testing positive and 65.5% (36 out of 55) testing negative. Overall, 41.7% of the total sample (35 out of 84) were UTI-positive, and 58.3% (49 out of 84) were UTI-negative. Smokers exhibited a higher proportion of UTI cases compared to non-smokers, with a risk ratio of approximately 1.6, suggesting that smokers may have 1.6 times the risk of UTI compared to non-smokers.

Table 2: Association Between Tobacco Smoke Exposure and Urinary Tract Infection Prevalence

Category

Details

Percentage/Value

Prevalence of UTI

Smokers with UTI

16 out of 84 participants

19.05%

Non-Smokers with UTI

19 out of 84 participants

22.62%

Relative Risk (RR)

(16/29) ÷ (19/55)

1.6 (95% CI: 0.9–2.8)

Smoking Behavior

Daily cigarette consumption (1–3 sticks)

Among 29 smokers

44.8%

UTI-positive smokers (1–3 sticks/day)

Among 16 UTI-positive smokers

50.0%

Table 2 explores the association between tobacco smoke exposure and urinary tract infection (UTI) prevalence in a sample of 84 participants. Among the total sample, 19.05% (16/84) were smokers with UTI, while 22.62% (19/84) were non-smokers with UTI. Despite the higher absolute number of UTI cases in non-smokers, smokers exhibited a higher relative risk (RR = 1.6), suggesting a 60% greater risk of UTI compared to non-smokers. However, the 95% confidence interval (0.9–2.8) includes 1.0, indicating statistical uncertainty and a non-significant association at the 95% confidence level. Among smokers (N=29), 44.8% (13/29) reported daily consumption of 1–3 cigarettes, and of the smokers with UTI (N=16), 50% (8/16) fell into this low-consumption category, highlighting that even light smoking may correlate with UTI risk. The higher UTI prevalence in non-smokers (22.62%) compared to smokers (19.05%) may reflect the larger subgroup of non-smokers (N=55 vs. N=29 smokers), emphasizing the importance of relative risk over raw percentages.

While non-smokers had a slightly higher UTI prevalence (22.62% vs. 19.05%), smokers exhibited a 1.6-fold increased risk, aligning with studies linking tobacco smoke to immune suppression and microbial colonization (Sopori, 2002). However, confounding factors (e.g., sexual activity, hygiene) were unaccounted for, limiting causal inferences. The presence of Klebsiella and Proteus in tobacco smoke supports the hypothesis of microbial transmission (Kurai et al., 2002).

CONCLUSION AND RECOMMENDATION

    The findings from this study provide preliminary insights into the association between smoking and urinary tract infection (UTI) prevalence. The data indicate that smokers have a higher relative risk of UTI compared to non-smokers, with a risk ratio of 1.6, suggesting that smokers may be 60% more likely to develop UTIs. However, this association is not statistically significant at the 95% confidence level, as evidenced by the confidence interval (0.9–2.8) that includes 1.0. This lack of statistical significance may be attributed to the small sample size of smokers (N=29) compared to non-smokers (N=55), which limits the precision and generalizability of the results.

    The study also highlights that even light smoking (1–3 cigarettes per day) may be associated with an increased risk of UTI, as 50% of smokers with UTIs fell into this low-consumption category. This finding aligns with existing literature suggesting that tobacco smoke can suppress immune function and facilitate microbial colonization, potentially increasing susceptibility to infections. However, the study’s reliance on descriptive statistics and self-reported data, along with the absence of inferential analyses, precludes definitive conclusions about causation. Additionally, the higher absolute number of UTI cases among non-smokers (22.62%) compared to smokers (19.05%) underscores the importance of considering relative risk rather than raw percentages, especially when subgroup sizes are unequal.

    The study’s limitations, including its small sample size, lack of control for confounding variables (e.g., sexual activity, hygiene practices, and comorbidities), and reliance on self-reported smoking behavior, highlight the need for more rigorous investigations. Furthermore, the focus on light smoking (1–3 cigarettes per day) limits the ability to assess the impact of heavier smoking on UTI risk. Despite these limitations, the findings contribute to the growing body of evidence suggesting a potential link between smoking and increased UTI risk, warranting further exploration.

    To advance the understanding of the relationship between smoking and urinary tract infection (UTI) risk, future research should prioritize methodological rigor and expanded scope. First, larger and more balanced sample sizes are critical to enhance statistical power and generalizability. The current study’s limited smoker subgroup (N = 29) and wide confidence intervals underscore the need for studies with proportional representation of smokers and non-smokers. A larger cohort would improve precision in risk estimates and enable subgroup analyses, such as stratifying smokers by consumption intensity (e.g., light [1–3 cigarettes/day], moderate, and heavy use) to evaluate dose-response relationships. This stratification could clarify whether heavier smoking exacerbates UTI risk, a dimension not fully explored in the current study due to its focus on low-consumption smokers.

    Second, integrating inferential statistical methods, such as chi-square tests or logistic regression, would strengthen causal inferences and control for confounding variables. For instance, adjusting for factors like sexual activity, hygiene practices, diabetes, or contraceptive use could isolate smoking’s independent effect on UTI risk. Additionally, employing objective biomarkers (e.g., cotinine levels) to validate self-reported smoking behavior would reduce recall bias and improve data accuracy. These steps would address key limitations of the current descriptive analysis and provide a more robust assessment of associations.

      Third, longitudinal or cohort study designs are needed to establish temporal relationships between smoking and UTI incidence. Such designs could track UTI development over time in smokers and non-smokers, offering stronger evidence for causality than cross-sectional data. Mechanistic studies should also investigate biological pathways, such as tobacco smoke’s impact on immune suppression, urinary tract microbiota, or bacterial adhesion to urothelium. For example, exploring how nicotine or tobacco-derived toxins alter host-pathogen interactions could elucidate why smokers exhibited a 1.6-fold higher relative risk in this study.

      Finally, broadening the study population to include diverse demographic, geographic, and socioeconomic groups would enhance generalizability. Complementing quantitative data with qualitative insights—such as interviews on behavioral or lifestyle factors—could uncover mediators (e.g., delayed healthcare access among smokers) that influence UTI risk. If future studies confirm smoking as a modifiable risk factor, intervention trials could evaluate whether smoking cessation programs reduce UTI incidence. Collectively, these strategies would bridge existing knowledge gaps, inform clinical guidelines, and empower public health initiatives aimed at mitigating UTI burden in high-risk populations.

REFERENCES

1. Flores-Mireles, A. L., et al. (2015). Urinary tract infections: Epidemiology, mechanisms of infection, and treatment options. Nature Reviews Microbiology.

2. Forbes, B. A., et al. (2007). Bailey & Scott’s diagnostic microbiology (12th ed.).

3. Foxman, B. (2014). Urinary tract infection syndromes: Occurrence, recurrence, bacteriology, risk factors, and disease burden. Infectious Disease Clinics of North America.

4. Hasday, J. D., et al. (2014). Tobacco smoke inhibits alveolar macrophage immune responses. American Journal of Respiratory and Critical Care Medicine.

5. Kurai, D., et al. (2013). Smoking and respiratory bacterial colonization. PLoS ONE.

6. Larsson, L., et al. (2008). Microbial components in tobacco and tobacco smoke. Tobacco Induced Diseases.

7. Philippine Council for Health Research and Development. (2015). COPD prevalence in the Philippines.

8. Sopori, M. (2002). Effects of cigarette smoke on the immune system. Nature Reviews Immunology.

9. World Health Organization. (2017). Tobacco fact sheet.

DOI 10.5281/zenodo.15795156

An American author and journalist once said, “Nobody's perfect. We're all just one step up from the beasts and one step down from the angels.” The first line is the most heard of all time. Do you seem to agree with her? Growing up, I always bumped myself into this line from my classmates and yet I have realized that yes! Somewhat, it is true and even others made it as an excuse. If nobody’s perfect, are we going to aim for perfection? How could we aim for perfection? Those are only a few questions that is still in my mind since I was little.

In the M. Popova on Anne Lamott’s Bird by Bird, upon reading, this line has caught my attention,

              “Then my father sat down beside him, put his arm around my brother’s shoulder, and said,”

              Bird by bird, buddy. Just take it bird by bird.”

This line addresses the title of the story and gives insight into Anne Lamott’s philosophy on writing and her life. Her brother was once overwhelmed by a huge school project. His father’s simple yet profound advice was to take it: “bird by bird” or one small step at a time. Anne Lamott believes firmly that writers should start small and take it step by step at a time. This line also emphasizes the importance of patience and faith. If only writers write with discipline, they will be able to accomplish great things from very small things. Not just writers, even I started from a very small beginning. When I was a child, I wished to graduate in the Elementary, then in high school and so on until I am who I am today, being accomplished big things from very small things. It just takes time, but we must put faith and patience in everything we do, after all, Patience is Virtue for us to possess and be successful in our lives.

Being successful in our lives is not that easy. We must find ourselves which one we would like to do or which we would like to belong. Another line that caught me is,

              “All I ever wanted was to belong, to wear that hat of belonging.”

It only means that each one of us wanted to belong to something either in a group of people like sets of family and friends, group of profession or an organization or even to someone, it could be a lifelong partner. As this line of the song, “It’s sad to belong to someone else, when the right one comes along”. It all dwells in one word – BELONGINGNESS. It is supported as well by John Donne (English poet) in his very famous line, “No one is an island”. Basically, all of us wanted to belong, so that there is always a sense of belonging, especially in this world of fast-facing era and a lot of things have happened already. Personally, I have been struggling before to belong to someone whom I could say my lifetime partner. It is not that easy to find that person who has good behavior and of course the good looks as well. Luckily, I have found him and that, the sense of belongingness of me has already answered. If you have not yet found something or someone that you wanted to belong to, you must find it and be belong, never stop trying to find, just stop when you have found it already. Just like Anne Lamott, she realized that she possessed an uncanny ability to write engaging and funny stories and that she belongs to writing, it is becoming her passion.

But engaging her into writing was never easy for her. Before she became a writer, she experienced a lot when she was little as these lines have said,”

              In seventh and eighth grades I still weighed about forty pounds. I was twelve years old and had been getting teased about my strange looks for most of my life. This is a difficult country to look too different in – the United States of Advertising, as Paul Krassner puts it – and if you are too skinny or too tall or dark or weird or short or frizzy or homely or poor or nearsighted, you get crucified. I did.”

If we look at these lines, perfection has its own color. We must look perfect in every way for us not to be judged by others. But if nobody’s perfect, why are we aiming for perfection? Like a perfect look, a perfect body, and the like. Have you thought about it?

From the entire story, I can recall how perfection can block a productive and enjoyable wing of life. It hampers your productivity in number of ways. Thus, it kills the creativity of every person.  It keeps us from taking risks, prevents us from challenging the norms, makes it possible to adapt to new situations and ideas, and encourages us to procrastinate. We wait for the “perfect time” to begin work. However, that perfect time often does not arrive, resulting in the destruction of productivity. Perfectionism can also affect your interpersonal relationships. For instance, if – aiming to be perfect- you end up devoting all your time to your work, you hardly get any time to spend with your loved ones. This results in broken relationships.  By not attempting perfection, you will start noticing other things that you did not consider before. This will open new ways and new solutions to you, resulting in greater innovation. It will also reduce stress and make your work more enjoyable.  We mean - Good, better, best, never let it rest, until the good becomes better and the better becomes best”. Let us be the best version of ourselves.

DOI 10.5281/zenodo.15795757

In an increasingly divided world, love emerges as a powerful unifying force. It transcends societal boundaries and represents the essence of humanity; complex, varied, and deeply interconnected. Embracing love, especially within the context of our diverse societies, lays the groundwork for meaningful relationships that foster understanding and promote unity among differing backgrounds.

              Throughout history, collective efforts rooted in love and solidarity have driven social change, championing equality and human rights. Whether through movements advocating for LGBTQ+ rights, racial justice, or gender equality, love serves as a catalyst for transformative action.

              Human connections cultivated through love encourage empathy and compassion. Love’s role in fostering diverse relationships leads to socio-cultural enrichment. Interactions among individuals from different backgrounds can result in vibrant exchanges of ideas, traditions, and values.

              Moreover, embracing love amidst diversity can substantially impact mental health and well-being. When we engage in loving connections, we foster strong support systems that provide emotional security. The acknowledgment and celebration of diversity within those relationships enhance feelings of acceptance and worth, which can lead to profound personal growth and fulfillment.

              However, the task of fostering love in diverse environments requires intentional effort for it involves recognizing our biases and prejudices. And by engaging in conversations about race, gender, sexuality, and cultural differences is an essential aspect of this process. By facing uncomfortable truths and nurturing inclusivity, we harness the very strength of love that allows us to embrace and celebrate diversity wholeheartedly.

              In recognizing the diversity inherent in human connection, we also embrace the many forms of love that exist within our lives. By understanding our unique narratives and identities, we empower ourselves to engage authentically with others. When we accept and celebrate ourselves, we are more equipped to embrace others.

              As we celebrate diversity in all its forms, we cultivate a profound appreciation for the myriad ways in which love manifests, transforming our interactions into meaningful exchanges that uplift and unite us all. Ultimately, love empowers us to recognize our shared humanity even amidst our differences – making the world a more inclusive, harmonious space for everyone.

DOI 10.5281/zenodo.15798313

In a rapidly changing world, school leadership has evolved into a multidimensional and transformative craft. For public secondary school heads, particularly in developing contexts, leadership is not merely a managerial role—it is a purposeful art that blends strategic foresight, empathetic connection, and instructional excellence. It is through this art that schools become catalysts of change and hubs of lifelong learning.

              At the core lies instructional leadership—the foundation of educational success. Effective school heads champion dynamic, inclusive curriculum development while ensuring implementation remains adaptive to student needs. They provide consistent support to teachers through mentoring, coaching, and data-driven professional development. Moreover, robust assessment and evaluation systems allow leaders to track progress, bridge learning gaps, and improve teaching practices in real time.

              Equally vital is stakeholder engagement, which strengthens a school’s ecosystem. Forging meaningful relationships with parents, guardians, community leaders, and local businesses cultivates a culture of shared responsibility. Public school heads who foster collaboration inspire trust, mobilize resources, and expand opportunities beyond the classroom.

              A hallmark of high-impact leadership is a deep investment in teacher growth and empowerment. Supporting teachers through ongoing capacity-building, classroom observations, and collegial feedback systems enhances not only their skills but their sense of belonging and motivation. When educators feel valued, they bring creativity and commitment into the classroom.

              Leadership also demands a resolute commitment to student support and well-being. This includes responsive counseling services, inclusive classroom strategies, and interventions that reflect the diversity of learners. A safe, nurturing, and equitable school environment is essential to academic achievement and emotional development.

              Another pillar of success is parent and community involvement. Engaging families through regular communication, participatory events, and open dialogues builds stronger home-school connections. Schools that embrace parents as partners see increased student motivation, attendance, and behavioral improvements.

              Cultivating a positive school culture and climate is imperative. Visionary leaders embed core values such as respect, resilience, and empathy into the school’s daily rhythm. By promoting social-emotional learning, addressing bullying, and fostering inclusion, they create spaces where every learner thrives.

              Resource management is another critical domain. Transparent budgeting, efficient use of materials, and proactive facilities management enable schools to optimize limited resources. Strategic allocation ensures that teaching and learning remain uncompromised.

Effective communication and transparency underpin every successful initiative. School heads must articulate clear goals, regularly update stakeholders, and provide access to school decisions and outcomes. Trust is built when transparency is practiced consistently.

              Above all, visionary leadership sets the direction for sustained growth. School heads who inspire innovation, embrace change, and set high expectations lay the groundwork for transformation. Leadership that is courageous and forward-thinking empowers both staff and students to pursue excellence.

              Finally, accountability and evaluation ensure continuous improvement. By tracking school performance and using evidence to guide decisions, leaders create responsive, data-informed learning environments.

              In essence, school leadership is not about managing structures but nurturing people and possibilities. When guided by purpose, practice, and heart, school heads transform public schools into centers of excellence, equity, and hope.

DOI 10.5281/zenodo.15803116

ABSTRACT

Title: RESEARCH CAPACITY, MOTIVATION, AND QUALITY OF TEACHING AMONG BASIC EDUCATION ENGLISH LANGUAGE ARTS TEACHERS

Researcher: BENJAMIN S. GASPAR

Program: DOCTOR OF PHILOSOPHY IN EDUCATION

Major: ENGLISH

Institution: UNIVERSITY OF PERPETUAL HELP SYSTEM DALTA

This study determined and examined the Research Capacity, Motivation, and the Quality of Teaching among English Language Arts (ELA) teachers in New Paradigm for Education District, Detroit, Michigan, United States of America. This research utilized the mixed methods research design specifically the embedded approach. In this study, the quantitative data were measured through descriptive and inferential statistics (e.g. correlation); hence, descriptive correlation research was used in the quantitative research aspect of the paper. In this paper, research capacity, motivation, and quality of teaching will be correlated. Meanwhile, the qualitative approach that was employed is narrative approach. The mean score is 3.12 indicates an overall rating of "High Research Knowledge and Understanding." The teacher respondents demonstrate a very good level of research skills with a total mean score of 3.03, The teacher respondents demonstrate a very good level of research collaboration with a total mean score of 3.09 The teacher respondents demonstrate a very good level of research application in teaching with a total mean score of 3.09. As to their research motivation, The mean score for institutional support is 3.31 indicates an overall rating of "Very High Research Motivation." The mean score for professional growth is 3.38 and it indicates an overall rating of "Very High Research Motivation." For resources, the mean score of 3.34 indicates an overall rating of "Very High Research Motivation." For rewards, the mean score of 3.40 indicates an overall rating of "Very High Research Motivation." Overall, the quality of teaching of the teacher-respondents is average as deduced from the mean of 2.43. Data indicates that the quality of teaching of the teacher-respondents is significantly correlated to their research motivation in terms of professional growth, allocation of resources, and rewards . This analysis is based on the computed P-value .003, .001, and .016 respectively which are all less than the alpha set at 5%.

Keywords: Research Capacity, Research Motivation, Quality of Teaching

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Abstract

This study determined the effectiveness of using Experiential Learning Approach in enhancing the Learners’ Level of Understanding of Earth Science of Samboang-Ngilay High School, Batomelong, General Santos City. There were two groups consisting of 25 Grade 10 learners utilized in this study. The control group was taught Earth’s Interior using the lecture method while the experimental group was taught using Experiential Learning Approach for 30 sessions. The results showed that both groups have similar level of understanding of Earth Science at the start of the study. T- test results also depicted that the lecture method and the use of Experiential Learning Approach are both effective in teaching Earth’s Interior among learners. However, the mean gain scores of those who were taught using Experiential Learning were significantly higher. These results led to the conclusion that using Experiential Learning Approach is a more helpful method of instruction in teaching Earth Science than using lecture method only.

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Abstract

This study examined the implementation and best practices of the Learners with Special Educational Needs (LSEN) program in schools under the Schools Division Office (SDO) Laguna. Grounded in the principles of inclusive education, the research explored the extent to which the LSEN program was implemented concerning programs and services, resource allocation, monitoring and evaluation, partnership and linkages, and school plant and facilities. Additionally, the study evaluated the best practices in individualized educational plans, learning environments, instructional strategies, behavioral Support, and parental and stakeholder involvement.

Utilizing a quantitative research design, the study surveyed 173 teachers from six elementary schools offering LSEN programs. Data collection was conducted through a structured questionnaire, and statistical analysis was employed to determine significant differences and relationships between the extent of implementation and best practices of the LSEN program.

Findings indicated that while schools have made strides in implementing inclusive education, challenges remained in resource availability, teacher training, and infrastructural Support. Programs and services under DepEd Order No. 44, Series of 2021, were found to be moderately implemented, with gaps in monitoring and evaluation systems. Best practices in LSEN education emphasized the importance of individualized Support, collaborative teaching approaches, and active parental engagement. However, disparities in implementation across schools highlight the need for a comprehensive development framework.

Based on the findings, a Development Framework for Inclusive Education was proposed to enhance the effectiveness and sustainability of the LSEN program. This framework recommends policy improvements, targeted teacher training, optimized resource allocation, and stronger stakeholder collaboration. The study contributed to the national dialogue on inclusive education, providing empirical insights that can guide future policies and interventions aimed at fostering equitable learning opportunities for all students, particularly those with special educational needs.

Keywords: Inclusive Education, LSEN Program, Special Education, Development Framework

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I.               Abstract

As organizations grow in size and complexity, secure access to network resources becomes increasingly vital. Microsoft’s Active Directory (AD) plays a key role in managing authentication and directory services in Windows environments, storing information about users, devices, and other networked objects. However, like any system, AD is prone to issues such as server crashes, replication failures, and misconfigurations, which can disrupt business operations.

To address these risks, the researcher developed ADWatch, an advanced monitoring solution for global, on-premises Active Directory infrastructures. ADWatch enhances visibility and enables support engineers to proactively manage risks and ensure service availability.

The study’s objectives include designing a monitoring solution that tracks event logs, replication status, system performance, and configuration changes. It also features a PHP- and SQL-based dashboard offering a real-time overview of AD health, along with dynamic data storage, trend analysis, and user-friendly visualizations.

This study is significant in improving operational efficiency and business continuity for AD-reliant organizations, while also serving as a reference for future research into monitoring solutions for critical IT services.

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