Professional Studies Department

Research-based information on happiness is essential for socio-economic development measures and programs. It is so since happiness is one of the vital objectives of public policy. To provide that kind of information, this study investigated the determinants, correlates and best fit models of world happiness (WH). Using descriptive-correlational methods, it data-mined and analysed indices conducted and published by the international organizations between 2012 and 2013. Results revealed that global competitiveness (GC), human capital (HC) and corruption perception (CP) have positive, strong and significant relationship with WH and so considered its correlates. Press freedom (PF) and global peace (GP) have negative, moderate and significant relationship with WH. Inverse relationship between GP and WH had a positive implication. Results imply that if countries in the world become more competitive with desirable outcomes, become peaceful, free from corruption and with accelerated quality of human capital, the happier the people are in the globe. Multiple linear regression estimates revealed that HC and GC were the significant determinants of WH. The latter did not have a significant estimate when combined with the former in the same model. As concluded, WH is a function of quality of HC and countries' desirable outcome in GC. There was an uncertainty as to which of the pillars of determinants could truly explain the outcome variable. On the basis of estimate results, determination coefficients and the goodness of fit test, three models were determined best fit and are frameworks of WH. Though these models are useful, yet they are too simplified. Thus, more robust models or framework of WH should be explored using the pillars of determinants.

Faculty who are new to the organization may experience a period of adjustment which may bring them to positive or negative experiences. This study explored the experiences of the newly-hired faculty in the university with the end to acquire an in-depth and profound understanding of these experiences. It involved eight purposively chosen faculty in a semi-structured interview and focus group discussion which was documented in voice and video recorders. Using Colaizzi’s 7 step-approach to data analysis, results revealed three paradoxical themes: the joys and struggles of teaching; successes and pains of learning; and the privileges and challenges of serving.  On one hand, the joys and struggles of teaching were brought about by their adjustments in instruction. On the other hand, successes and pains of learning centered on professional growth. Finally, the privileges and challenges of serving incorporated the experiences in research, production and extension.  Generally, these teachers have experienced ups and downs in their first two years of teaching at a higher education institution.
Keywords: educational administration, experiences, instruction, research, extension, production

At the end of this episode, students must have:  Explained what contextualization, indigenization, localization and culturally responsive pedagogy are all about;  Describe related concepts on contextualization, indigenization, and culturally responsive pedagogy; and  Assessed teaching practices whether or not they are culturally responsive. On Pedagogy Peel (2017) describe pedagogy this way: study of teaching methods, including the aims of education and the ways in which such goals may be achieved. The field relies heavily on educational psychology, which encompasses scientific theories of learning, and to some extent on the philosophy of education, which considers the aims and value of education from a philosophical perspective. Content Knowledge (CK)-acquired information about the content of the curriculum or program (e.g. High School Math, College Algebra, etc.). Teachers' knowledge about the subject matter to be learned or taught. Shulman (1986) in Koehler and Mishra (2009) noted that this knowledge includes knowledge of concepts, theories, ideas, organizational framework, knowledge of evidence and proof, as well as established practices and approaches towards developing such knowledge.

Abstract- Holistic wellness is vital to sustaining sound and the healthy mind and body of third-agers. This group is considered vulnerable because most aspects of their lives would undergo deterioration as they age. Previous surveys reported limited wellness activities among third agers. With this, an extension project was designed and implemented to address this concern. This study determined the implemented activities, outputs, and outcomes of the project. It evaluated the impact of the project on the holistic wellness of third-agers and determined its contribution to national and international goals. The result chain framework was used to identify the impact. It gathered data through survey tools and interviews supported by annual reports. Data were analyzed using descriptive and inferential statistics. The results revealed that the university-wide extension project was successful in implementing activities and producing desired outputs. Its outcomes are evidenced in the attainment of its vision, mission, and objectives. As found, the project had a very high impact on the holistic wellness of third agers in each dimension and as a whole. This means that the third-agers have balanced well-being. This paper also highlights the contributions of the project in the Philippine Development Plan 2017-2022, ambisyon 2040, and sustainable development goals. At the end, relevant recommendations are specifically articulated for future actions.
Keywords: results chain, outputs, outcomes, impact

Recently, research capability has received an overwhelming and remarkable interest among academics and practitioners. This is timely since the Department of Education had institutionalized research and encouraged teachers to engage in it to support evidence-based practice, decision-making, policy and program development. On this premise, a study was carried out to assess the research capability of public teachers in Malaybalay City, determine its correlates and determinants. It utilized descriptive, correlational, and explanatory designs. It administered survey questionnaires to 92 participants. Data were analyzed using descriptive and inferential statistics. The results revealed that teachers were slightly capable to conducting research and having neutral attitudes toward it, motivated to write research, had a high level of difficulties in research processes, and moderately capable of action planning. They also show evidence of potential in mentoring. Further, mentoring and action planning skills, motivation to write research, attitudes toward research, and the number of studies completed by teachers were the correlates of their research capability at a different magnitudes of the relationship. Notably, the research capability of teachers had a low, negative but significant relationship with their age and accumulated years of service. Thus, this capability deteriorates as they age and accumulate years of service. The motivation to write research, the number of studies completed, and age were the determinants of research capability. It was concluded that research capability can be determined and predicted by how motivated teachers are to write research, how productive they are in research, and how young they are when they engage in this rigorous endeavor. The study identified and recommended topics for continuing professional development.

The use of performance feedback in the workplace has gained popularity over the years, yet school heads have been challenged in providing it to teachers. In the initial interview, they shared that evaluation results can impact teachers’ motivation, and that feedback should be done carefully. However, they failed to clearly articulate a specific mechanism that had been applied in this vital role. Also, no studies have provided clear detail on the feedback mechanism used by school heads in the past. For this reason, a study explored the feedback mechanisms employed by school heads in conveying the performance evaluation results to teachers. This study employed a narrative inquiry, and interviews were conducted with five school heads and five teachers who were chosen purposively for this research. Responses were recorded using a voice recorder. These responses were transcribed and analyzed using thematic narrative analysis. Based on transcripts, the study identified six emergent themes, such as conversational (one-on-one), relational, reflective, technical, reinforcing, and properly situated mechanisms in conveying performance evaluation results to teachers. Thus, a new feedback mechanism framework was developed.

Pedagogical leadership has become an emerging and essential debate in the field of educational administration and leadership. This was a result of the shift from the hierarchical type in the past to a more inclusive, collaborative, and participative leadership. Previous studies indicate the furtherance of the inquiry into pedagogical leadership since it is a work in progress. Method: For this reason, a systematic literature review mapped the literature relevant to pedagogical leadership. Findings: The review drew the lines between the empirical and theoretical-conceptual contributions, including the methodologies considered in both contributions. Implications for Research and Practice: The results have implications for a more robust theoretical-empirical model or framework of pedagogical leadership applicable to specific levels of education, especially higher education contexts. The study also implies applying pedagogical leadership in the team, at departmental and organizational levels. Results imply promoting the culture of pedagogical leadership.

This paper finds out whether a higher degree matters in school performance, and in demonstrating leadership and core behavioral competencies among school heads. This was conducted to support the existing and future policies of the Department of Education and interested funders for the scholarship and advanced studies of school heads. Using a cross-sectional method, it involved 192 randomly selected participants. Data on school performance was obtained at the office of Surigao del Sur Division, while data on competencies were gathered through the self-administered assessment tools developed by the Department of Education. These data were analyzed using descriptive statistics and analysis of variance. Results revealed that there was no significant difference in the school performance of school heads. This implies that the highest degree obtained is not a guarantee for better school performance. As found, those with doctorate degrees had a very high and consistent demonstration in all dimensions of leadership and core behavioral competencies. As unveiled, there were significant differences in the demonstrated competencies based on the highest educational qualifications. These imply that obtaining the highest degrees can allow school heads to acquire, develop, and demonstrate the competencies consistently better than their counterparts. Results have implications for DepEd officials, funders, and policy-makers.

This paper finds out whether a higher degree matters in school performance, and in demonstrating leadership and core behavioral competencies among school heads. This was conducted to support the existing and future policies of the Department of Education and interested funders for the scholarship and advanced studies of school heads. Using a cross-sectional method, it involved 192 randomly selected participants. Data on school performance was obtained at the office of Surigao del Sur Division, while data on competencies were gathered through the self-administered assessment tools developed by the Department of Education. These data were analyzed using descriptive statistics and analysis of variance. Results revealed that there was no significant difference in the school performance of school heads. This implies that the highest degree obtained is not a guarantee for better school performance. As found, those with doctorate degrees had a very high and consistent demonstration in all dimensions of leadership and core behavioral competencies. As unveiled, there were significant differences in the demonstrated competencies based on the highest educational qualifications. These imply that obtaining the highest degrees can allow school heads to acquire, develop, and demonstrate the competencies consistently better than their counterparts. Results have implications for DepEd officials, funders, and policy-makers.

School administrators are mandated to take the
instructional leadership roles. On this premise, a study assessed the
extent of instructional leadership practices of public elementary
school administrators in El Salvador City Division, Philippines. Also,
it explored their actual practices, challenges encountered, and the
ways they overcome the challenges in practicing instructional
leadership. It employed a mixed-method research design. It
administered the adopted assessment tool on instructional
leadership to 15 school administrators and 12 of them were
involved in the individual interviews. This was conducted between
the last quarter of 2019 and the first quarter of 2020. Descriptive
statistics were used to describe the extent of instructional
leadership practices. Also, it analyzed the actual practices, the
challenges encountered, and the ways of overcoming these
challenges using thematic narrative analysis. Results revealed that
public school administrators have always practiced the four
domains or strands of instructional leadership to a very high extent.
Providing the technical assistance, conducting clinical supervision,
and innovating teaching and learning emerged as themes of their
actual practices. These administrators had encountered challenges
in dealing with teachers’ attitudes, conflicting schedules and
activities, and teachers’ resistance to changes. They overcome the
challenges by trying to meet the competency standards, adapting
and modifying the existing programs, contextualizing teaching and
learning, and inculcating the value and benefits of class observation.
Looking at the findings from the lens of deliberate practice theory, it was concluded that school administrators have indicated they have
acquired knowledge and a high level of understanding of their
instructional leadership roles. But despite of this, they still met
challenges and have tried their best to manage them. This study
presented some doable and practical recommendations to the
Department of Education (DepEd) and concerned offices which may
benefit both the internal and external stakeholders of the schools.