EPRA International Journal of Environmental Economics, Commerce and Educational Management最新文献

{"title":"LOOKING THROUGH THE LENS OF READING COMPREHENSION IN ENGLISH EDUCATION: \u0000CATCH-UP FRIDAYS IN FOCUS","authors":"Ricardo Jr. D. Namoc","doi":"10.36713/epra17654","DOIUrl":"https://doi.org/10.36713/epra17654","url":null,"abstract":"The main purpose of the study was to recognize the individuality of each student’s learning approach and classified students based on their reading levels. This thoughtful categorization enabled the school to tailor activities, ensuring that every student could participate in meaningful learning experiences on Catch-Up Friday. Schools paused regular classes to immerse the entire school in a reading-focused day. This study provided an opportunity for each kid, regardless of reading proficiency, to have a personalized plan for the day centered on the joy of reading. Activities were planned to meet the children’ reading levels. For novices, comfortable reading areas with bright picture books were built. Intermediate readers engaged in group reading sessions, while advanced readers were assigned more difficult topics. Teachers gave support suited to each student’s reading level throughout the day. In addition to academic catch-up, Catch-Up Friday aims to promote a love of reading. The primary focus of this study was the elementary program teachers who participated in catch-up Friday activities. Each member teaches in a particular public school in Davao City. These participants have been teaching reading for more than five years, and they are presently teaching in the 2023–2024 school year. Ten people in all are included in this study and will participate in a concentrated group discussion and in-depth interview. The information obtained from the IDI and FGD is meticulously documented and converted into an organized summary of the participants' answers. Three themes emerged from the data analysis: the significance of reading comprehension, the need to adapt one's reading techniques, and the imposition of strong incentive.\u0000KEYWORDS: Learning, strategies, comprehension, elementary, teachers, reading, education, program, intervention","PeriodicalId":211137,"journal":{"name":"EPRA International Journal of Environmental Economics, Commerce and Educational Management","volume":"116 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141666086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"INCLUSIVE EDUCATION INITIATIVES: A NARRATIVE EXPOSITIONS OF TEACHERS","authors":"Elena S. Cohitmingao","doi":"10.36713/epra17630","DOIUrl":"https://doi.org/10.36713/epra17630","url":null,"abstract":"Inclusive education, as a philosophy and practice, has been gaining prominence in educational systems around the world. It represents a fundamental shift in the way we perceive and accommodate the diverse needs of students within mainstream classrooms. This study employed qualitative research as the method to Evaluate the Efficacy of Inclusive Education Initiatives at Sta. Maria Integrated School. A qualitative phenomenological study employing in-depth interviews was the design used for this undertaking. Phenomenology searches for the meaning or essence of an experience rather than measurements or explanations. The research participants will be the eight (8) General Education Teachers who are employed Sta. Maria Integrated School. They will be responsible for instructing students in inclusive classrooms can provide information on teaching methods, curriculum adaptations, and their perceptions of inclusive education. significant finding relates to the challenges faced by teachers due to the lack of specialized training in inclusive education. Many educators expressed feeling overwhelmed by the need to individualize instruction and support for each student, particularly without adequate preparation during their pre-service education programs. This underscores the importance of continuous professional development and support to equip teachers with the knowledge and skills necessary to effectively manage diversity in inclusive classrooms. Teachers should advocate for inclusive policies and practices at the school, district, and systemic levels to create supportive environments for all students. This may involve participating in school leadership teams, policy development committees, or advocacy campaigns focused on issues such as inclusive curriculum design, equitable access to resources, and anti-discrimination policies. By amplifying their voices and collaborating with stakeholders across the education system, teachers can drive positive change and promote inclusivity for all learners.\u0000KEYWORDS: Inclusive Education Initiatives, Narrative Expositions","PeriodicalId":211137,"journal":{"name":"EPRA International Journal of Environmental Economics, Commerce and Educational Management","volume":" 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141671490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"INITIAL IMPLEMENTATION OF THE MATATAG CURRICULUM: VIEWS OF THE TEACHERS \u0000AND PRINCIPALS","authors":"Jamaica Clarisse U. Lagbao","doi":"10.36713/epra17629","DOIUrl":"https://doi.org/10.36713/epra17629","url":null,"abstract":"The matatag curriculum represents a significant step in enhancing the K to 12 Basic Education Program in the Philippines. It acknowledges the challenges faced, the demands of the 21st century, and the importance of assessment data in curriculum development. The recommendations provided will guide the recalibration of the curriculum to better prepare learners for the future. The curriculum review process examines the intended, implemented, assessed, and achieved curriculum phases. Narrative analysis offers the opportunity for more attention to language form, social context, and audience than other approaches. It also treats extended accounts as units, rather than fragments. For example, phenomenological research focuses on the lived experience, but narrative studies focus on the details of how and why a certain event is part of the story that is being told. The target population consisted of teachers and principals with at least ten years of teaching experience in order to draw comparison between the old curriculum (before K-12), the current curriculum (K-12) and the soon to be implemented curriculum (matatag curriculum). My rationale for using this time period is that the different views and opinions of teachers and school principals on the implementation of the matatag curriculum next school year 2024-2025. The findings indicate significant positive changes, evident in the Matatag curriculum compared to its predecessor, as elucidated in the curriculum guides published by the Department of Education. Notably, the Matatag curriculum offers opportunities for the localization and contextualization of elementary generalist lessons. This paper contributes fresh insights into how various stakeholders perceive the forthcoming implementation of the Matatag curriculum in the upcoming school year. Recommendations for improvement include additional training for educators, development of comprehensive support materials, and mechanisms for ongoing monitoring and evaluation. By addressing these challenges and implementing these recommendations, policymakers can enhance the effectiveness and impact of the Matatag Curriculum, paving the way for a more equitable, inclusive, and responsive education system in the Philippines.\u0000KEYWORDS: Initial Implementation, Matatag Curriculum, Views of the Teachers, Principals","PeriodicalId":211137,"journal":{"name":"EPRA International Journal of Environmental Economics, Commerce and Educational Management","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"COMPREHENSION STRATEGY FOR GRADE TEN STUDENTS: DIRECTED READING THINKING ACTIVITY IN FOCUS","authors":"Lovely Grace A. Villaroman","doi":"10.36713/epra17627","DOIUrl":"https://doi.org/10.36713/epra17627","url":null,"abstract":"The purpose of this research topic emanated from the observation in the past research that, levels of reading difficulties among Junior High School students are very high in the Philippines and are not an exception (Soriano, 2019). The Philippines could be having thousands of children who have severe reading problems which have not been detected. Therefore, there is a need to identify and understand these reading predicaments early in life and the challenges they bring about so that the situation could be changed for the better. This study involved teachers in grades ten in selected public schools in Davao City. This group was chosen because, the following year, they are supposed to be in the Senior High School to write their examinations which are to be read and answered in English without anybody’s help. The purpose of direct reading activity (RDA) is to activate your students’ thinking prior to reading a passage by scanning the title, chapter headings, illustrations, and other materials. Use open-ended questions to direct students as they make predictions about the content or perspective of the text. Every participant is an English teacher at one of Davao City's chosen public schools. With over five years of experience teaching reading, these participants are currently teaching for school year 2023–2024. This study includes nine participants in total, who, if needed, will participate in the focused group discussion and in-depth interview. Five of them will joined the in-depth interview (IDI) while the remaining four have joined focused group discussion. All data gathered during IDI and FGD was recorded and transmuted to summarize the responses of the participants in an orderly manner. Below are the inclusion criteria of the participants.\u0000KEYWORDS: Comprehension, strategy, students, directed reading, thinking activity","PeriodicalId":211137,"journal":{"name":"EPRA International Journal of Environmental Economics, Commerce and Educational Management","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141671368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EVOLVING MINDS: AN EXPLORATION OF DIGITAL PEDAGOGY IN CULTIVATING CRITICAL THINKING SKILLS AMONG 21ST CENTURY LEARNERS","authors":"Rommel Gian S. Tampos","doi":"10.36713/epra17628","DOIUrl":"https://doi.org/10.36713/epra17628","url":null,"abstract":"In the ever-evolving landscape of education, English teachers must harness the potential of digital pedagogy to cultivate critical thinking skills among 21st-century learners. This qualitative phenomenological study aimed to explore the integration of digital pedagogy in fostering critical thinking skills among senior high school students. This qualitative phenomenological approach collected data from interviews and observations of 10 senior high school teachers. The data was collected using coding and analyzed through thematic analysis techniques. The results revealed a significant gap in integrating technology into education, highlighting the need for enhanced digital pedagogy practices. This study underscores the transformative potential of digital tools and platforms in creating dynamic learning environments conducive to inquiry, analysis, and problem-solving. Based on the findings, recommendations include facilitating professional development opportunities focused on digital pedagogy and technology integration. Principals can be pivotal in promoting ongoing training and workshops led by skilled practitioners or technology experts, ensuring teachers remain abreast of the latest digital tools and teaching methodologies. By empowering teachers with the knowledge, skills, and resources to utilize digital pedagogy effectively, educators can better equip students with the critical thinking skills necessary for success in the 21st century.\u0000KEYWORDS: Digital pedagogy, English teachers, critical thinking skills, 21 century learners","PeriodicalId":211137,"journal":{"name":"EPRA International Journal of Environmental Economics, Commerce and Educational Management","volume":" 36","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EFFECTIVE TEACHING STRATEGIES: DISCOURSE FROM EDUCATORS’ PERSPECTIVES","authors":"Nonielyn G. Villejo","doi":"10.36713/epra17626","DOIUrl":"https://doi.org/10.36713/epra17626","url":null,"abstract":"In the ever-evolving landscape of education, the professional development of teachers stands as a pivotal factor in the pursuit of improved student outcomes and educational excellence. The role of teachers transcends the mere transmission of knowledge; they are the architects of the learning experience, the guiding lights in the academic journey of students, and the catalysts for educational progress. This study employed qualitative research as the method to explore effective strategies for teacher professional development: insights from educators' perspectives in Pamantawan Integrated School. Phenomenology, as a methodology, seeks to unveil the meaning or essence of an experience, prioritizing understanding over measurements or explanations. Qualitative research methods prove valuable in uncovering the significance of individuals' lived experiences, delving into the underlying reasons, opinions, and motivations. The research participants will be the eight (8) General Education Teachers who are employed Pamantawan Integrated School.Based on the themes that emerged, the implications of the study on identifying effective teaching strategies can be summarized as follows: Implications from the theme \"Embracing Student-Centered Approaches: Teaching strategies should prioritize active learning, student engagement, and catering to diverse learning styles. Implications from the theme \"Overcoming Obstacles to Effective Teaching: Professional development and training opportunities should be provided to equip educators with the skills and knowledge to address diverse learner needs and integrate technology effectively.Implications from the theme \"Overcoming Obstacles to Effective Teaching: Professional development and training opportunities should be provided to equip educators with the skills and knowledge to address diverse learner needs and integrate technology effectively. Future Researchers: Conduct longitudinal studies to evaluate the long-term impact of student-centered teaching strategies on student achievement, engagement, and learning outcomes.\u0000KEYWORDS: effective teaching strategies: discourse from educators’ perspectives","PeriodicalId":211137,"journal":{"name":"EPRA International Journal of Environmental Economics, Commerce and Educational Management","volume":" 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"HUMAN RESOURCE MANAGEMENT SKILLS OF SCHOOL HEADS: BASIS FOR EMPLOYEE WELFARE PROGRAM IN THE SCHOOL CONTEXT","authors":"Ray Harvey Lubredo Dominice","doi":"10.36713/epra17549","DOIUrl":"https://doi.org/10.36713/epra17549","url":null,"abstract":"This study aimed to determine the level of the human resource management skills of the school heads, which would serve as the basis for designing an employee welfare program in the school context. The study employed a non-experimental descriptive survey research design to investigate the research problem. The respondents in this study were 145 teachers from the elementary schools in Santa Cruz South District. The findings of this research were beneficial to both teaching and non-teaching personnel, increasing awareness of the organization's initiatives regarding the employee welfare program that would be implemented in schools to address both personal and organizational needs. It was recommended that the Department of Education (DepEd) strengthen the implementation of the Employee Welfare Program in every school to ensure that the personal and professional needs of both teaching and non-teaching staff were met. This proactive approach not only enhanced the overall well-being of employees but also contributed to a more positive and collaborative school culture. In conclusion, the study underscored the importance of targeted employee welfare programs and provided a solid foundation for future initiatives aimed at improving human resource management in schools.\u0000KEYWORDS: Human Resource Management Skills in School Heads, non-experimental descriptive survey research design","PeriodicalId":211137,"journal":{"name":"EPRA International Journal of Environmental Economics, Commerce and Educational Management","volume":"133 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141682795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"LITERATURE REVIEW ON UTILIZATION OF MOOE (MAINTENANCE AND OTHER OPERATING EXPENSES)","authors":"Sanny M. Daraman, Christine Jill L. Algones, Ellaine V. Calizo, Marycel Quimpan, Charlo Bianci Guray","doi":"10.36713/epra17384","DOIUrl":"https://doi.org/10.36713/epra17384","url":null,"abstract":"This literature review focuses on the Utilization of Maintenance and Other Operating Expenses (MOOE) within the context of educational institutions, specifically in the Basic Education System. MOOE is identified as a critical component of school financial management, encompassing costs related to daily operations such as maintenance, utilities, and other non-direct educational expenses. The allocation and effective use of MOOE are essential for enhancing the quality of education, with school heads playing a pivotal role in managing these funds to meet students' educational needs. The review highlights the various purposes MOOE funds serve, from procuring school supplies to supporting training activities and ensuring security. It also addresses challenges such as resource constraints and accountability gaps, advocating for strategic solutions and further comparative research to identify best practices in MOOE utilization. The study underscores the potential for significant improvements in the education sector through better MOOE management, emphasizing the importance of empowering school leaders, ensuring transparency, and prioritizing teacher development. This groundwork aims to foster future research and policy interventions to optimize MOOE use for the betterment of educational outcomes and school operations.\u0000KEYWORDS: Maintenance and Other Operating Expenses, Literature Review","PeriodicalId":211137,"journal":{"name":"EPRA International Journal of Environmental Economics, Commerce and Educational Management","volume":"54 51","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141344652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"QUALITY WORK LIFE AND TEACHERS’ DEDICATION OF PUBLIC ELEMENTARY SCHOOLS","authors":"Sheryl May V. Manlupig","doi":"10.36713/epra17253","DOIUrl":"https://doi.org/10.36713/epra17253","url":null,"abstract":"The study aimed to determine the extent of quality work life and the level of teachers’ dedication of public elementary schools. This study employed a non-experimental quantitative research design utilizing descriptive-correlation method. Validated questionnaire and Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. One hundred twenty (120) public elementary school teachers were the respondents of the study. Using mean, Pearson-r, and regression analysis, the findings revealed that the quality of work life was extensive while the extent of teachers’ dedication of public elementary schools was also extensive. Moreover, the overall results disclosed that indicators for the quality of work life were positively correlated to the teachers’ dedication of public elementary schools. Further, results from the regression analysis revealed the following have a strong influence of quality work life on the teachers’ dedication of public elementary schools: job characteristics, compensation, and working conditions. It is recommended that the Department of Education should allocate sufficient funds to guarantee that schools have access to the infrastructure, technology, and teaching materials required to support efficient teaching and learning. For teachers to manage stress and maintain a healthy work-life balance, it also offers support services like counselling, mental health support, and wellness programs. \u0000KEYWORDS: Quality work life, teachers’ dedication","PeriodicalId":211137,"journal":{"name":"EPRA International Journal of Environmental Economics, Commerce and Educational Management","volume":"12 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141348831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"SCHOOL-BASED MANGEMENT AND INSTRUCTIONAL TASK OF PUBLIC SECONDARY SCHOOL TEACHERS","authors":"Joanne S. Tonzo","doi":"10.36713/epra17252","DOIUrl":"https://doi.org/10.36713/epra17252","url":null,"abstract":"The study aimed to determine the extent of school-based management and the extent of instructional task of public secondary school teachers. This study employed a non-experimental quantitative research design utilizing descriptive-correlation method. Validated questionnaire and Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. One hundred twenty (120) public secondary school teachers were the respondents of the study. Using mean, Pearson-r, and regression analysis, the findings revealed that the extent of school-based management was extensive while the extent of instructional task of public secondary school teacher was also extensive. Moreover, the overall results disclosed that indicators for the school-based management were positively correlated to the instructional task of public secondary teachers. Further, results from the regression analysis revealed the following have a strong influence of school-based management on the instructional task of public secondary teachers: leadership and governance and curriculum and planning. On the other hand, accountability and continuous improvement and management of resources are not related to the instructional task of public secondary school teachers. It is recommended that teachers are prone to commit lapses on the school-based management, every school should devise an improved Developmental Plan on School-Based Management or enhance it if there is already a program to ensure that the school management is promptly addressed and given utmost attention.\u0000KEYWORDS: School-based management, instructional task","PeriodicalId":211137,"journal":{"name":"EPRA International Journal of Environmental Economics, Commerce and Educational Management","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141347307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}