Journal of Interdisciplinary Perspectives
The Journal of Interdisciplinary Perspectives (JIP) is a scholarly publication that embraces both multidisciplinary and interdisciplinary approaches. It operates as a peer-reviewed, open-access journal available in both printed and online formats. It is published monthly by TWR Book Publishing Services, Compostela, Cebu, Philippines. JIP is indexed and archived in platforms that enhance both visibility and credibility. All articles are registered with Crossref and assigned DOIs for stable citation and linking. We are indexed in Google Scholar, Scilit, and Philippine E-Journals (PEJ), ensuring accessibility to both local and international researchers. It is also listed in ROAD and indexed by BASE, expanding our reach through global academic search platforms. Additionally, in compliance with the Legal Deposit Law, print copies are submitted to the National Library of the Philippines for national archiving. Authors interested in submitting a manuscript to JIP are advised to read the Publication Ethics and Malpractice Statement and follow the Submission Guidelines. P-ISSN: 2984-8288 E-ISSN: 2984-8385
Empowering Educators: Evaluation of Teachers' Needs for Extension Program Design
This study explores the professional development needs of teachers in the MIMAROPA region, with a focus on technology integration and curriculum instruction in English, Mathematics, and Science. Amid the Philippines’ persistent low performance in international assessments such as PISA and regional disparities in literacy and educational resources, understanding teachers' specific challenges is critical. Using qualitative interviews, the research identifies key gaps in digital skills, pedagogical strategies, and resource utilization. Findings highlight teachers’ demand for targeted, context-sensitive training programs that enhance instructional effectiveness and learner engagement. The study emphasizes the importance of aligning extension services with local teachers' needs to improve educational quality and student outcomes. Results provide a data-driven foundation for developing sustainable professional development initiatives tailored to empower educators in resource-constrained and diverse settings.
Copyright (c) 2026 Journal of Interdisciplinary Perspectives https://creativecommons.org/licenses/by-nc/4.0
Influence of Mathematical Beliefs, Attitudes and Emotions on Mathematics Performance of Senior High School Students
This study examined the relationships between the affective domains of mathematics (beliefs, attitudes, and emotions) and mathematics performance among 69 senior high school students from a technical-vocational school in Digos City, Davao del Sur. A predictive correlational design was employed using a validated questionnaire to measure affective domains and final grades in General Mathematics to assess performance. Normality testing revealed that the data did not meet parametric assumptions, necessitating the use of non-parametric statistical procedures. Results showed that students demonstrated high levels of affective engagement, with beliefs (M = 3.41), attitudes (M = 3.42), and emotions (M = 3.53) all rated highly, while mathematics performance was very satisfactory (M = 89.55). Spearman's rho correlation analysis indicated that beliefs had a moderate, positive, significant relationship with performance (rs = .438, p < .001), attitudes exhibited a weak, positive, significant relationship (rs = .240, p = .047), and emotions showed no significant correlation (rs = .108, p = .378). Multiple regression analysis with the bootstrap technique revealed that affective domains collectively predicted mathematics performance (p < .001, R² = .249), with beliefs emerging as the strongest predictor (β = .674, p < .001). Unexpectedly, emotions showed a significant negative relationship with performance (β = -.407, p = .015) after controlling for other variables, whereas attitudes contributed no unique predictive power (β = .023, p = .905). These findings suggest that fostering positive mathematical beliefs can create pathways for enhanced student performance in mathematics. These results offer valuable insights for educators seeking to support students holistically by nurturing both cognitive skills and affective engagement, ultimately promoting more meaningful and successful mathematics learning experiences.
The Role of School Security Guards in Promoting Safety and Student Discipline
School security guards ensure everyone’s safety inside the educational learning institution’s premises. They serve as welfare guardians of educational stakeholders while enforcing school rules, regulations, and policies. The school authority's implemented measures also serve as the foundation for their judicious actions. Hence, this study described how school security guards regulate educational safety and discipline in a public university in the Philippines. This qualitative-descriptive research used a duly validated semi-structured interview with seven (7) purposefully selected school security guards. The collected data were analyzed using Wolcott’s Transforming Qualitative Data. From three (3) significant themes namely: (1) imposing security protocols; (2) promoting human inclusion; and (3) preserving school dignity, six (6) meaningful categories emerged such as: (1) protecting school stakeholders; (2) organizing school system; (3) eliminating social problems; (4) building a cohesive school community; (5) implementing ethical interventions; and, (6) carrying-out legal interventions. Thus, school security guards regulate educational safety and discipline to minimize socio-emotional conflicts among stakeholders through rational actions. The findings of this study raise awareness among educational stakeholders about school security guards’ practices in building a conducive academic environment. The information included suggests that the government should empower school security guards to impose security protocols, promote human inclusion, and preserve school dignity. Proper training and seminars are essential to improve their competence, proficiency, and adaptability in fulfilling their responsibilities. Above all, communication and collaboration are significant in building a safe, interactive, and positive school environment.
Impact of Educational Tours on the Learning and Professional Development of Hospitality Management Students
Educational tours play an important part in enhancing students' learning experiences by providing hands-on exposure to real-world applications of academic concepts. This study explores how educational tours influence the learning and professional growth of Bachelor of Science in Hospitality Management (BSHM) students at a state university in Bohol. Using a descriptive-evaluative research design, the researchers collected responses from 62 students who participated in the 2024–2025 educational tour. Data were collected through a validated survey and analyzed using frequency distributions, percentages, weighted means, and thematic analysis. The results showed that educational tours were “very impactful” in enhancing students’ learning outcomes (WM=3.82), knowledge retention (WM=3.77), and professional development (WM=3.80). Students shared that their tour experiences deepened their understanding of hospitality concepts, improved their practical and communication skills, and strengthened their readiness for real-world industry work. They also demonstrated better recall of customer service principles, hygiene practices, and operational standards. However, the findings suggest that applying theoretical knowledge and problem-solving in actual settings still needs more focus. The study concludes that educational tours play a vital role in bridging classroom learning with real-life experiences, helping students think critically, adapt easily, and build confidence in their future careers. The study suggests enhancing how educational tours are planned, better preparing faculty members, and building stronger partnerships with the hospitality industry so students can gain more meaningful, real-world experiences that help them become confident, career-ready professionals.
Cultivating Research Capacity of Administrative Personnel in Higher Education
In line with the global call for inclusive and sustainable quality education (SDG 4), this study addresses a notable gap in higher education research by examining the potential role of non-teaching personnel (NTP) in strengthening institutional research capacity. The study aimed to assess the research interest, confidence, and engagement of NTP and to propose a tailored research competency program to support their involvement. Using a descriptive-correlational design, data were collected through purposive sampling from 60 NTP at the University of Perpetual Help System DALTA – Molino Campus, a private higher education institution (HEI) in the Philippines, using a validated survey instrument. Results indicated high mean scores for research interest (M = 3.63) and moderate mean scores for research confidence (M = 3.37). Significant positive correlations were found between research interest and engagement (ρ = 0.420, p < .001) and between confidence and engagement (ρ = 0.421, p < .001). Despite these encouraging indicators, participants reported key barriers, including lack of time (M = 3.67), confidence (M = 3.27), and competence (M = 3.13). The findings underscore the importance of organized institutional support—such as specialized training and dedicated research time—to enable NTP to participate meaningfully in research. Strengthening their engagement supports institutional goals and advances SDGs related to innovation, inclusion, and sustainable development in higher education.
Effects of Water Stress Induced by Sorbitol and Sodium Chloride on Seedling Parameters of Corn (Zea mays L.)
Drought and salinity are two principal abiotic stresses that can affect the physiological status of organisms by altering metabolism, growth, and development, including seed germination, seedling growth and vigor, vegetative growth, flowering, and fruit development, thereby reducing economic yield and the quality of produce. Understanding germination and seedling development under stressful conditions is crucial for early seedling establishment. In this study, corn (Z. mays) was analyzed for tolerance to water and salt stress during germination and early seedling growth. Seed germination, seedling length, dry and fresh weight, seed vigor, and other parameters were recorded. The results revealed that as water stress increased, corn (Z. mays) germination was delayed and decreased, from 98% (control) to 34% (-15 bar) in sorbitol and from 94% (control) to 44% (15 bar) in saline solution. Dry and fresh shoot and root weights, along with their lengths, decreased as water and salt stress levels increased. Seed vigor and salt tolerance index of corn (Z. mays) showed a decreasing pattern as the salt stress level increased. These results could help identify a tolerant corn variety (Z. mays) that can be studied further and economically exploited.
Disaster Readiness of Public Schools and Remote Teaching Self-Efficacy: The Role of Implementing Learning Continuity Plans
This study examined the relationships among the disaster readiness of public schools, the implementation of the Learning Continuity Plan (LCP), and teachers’ self-efficacy in remote emergency teaching. Further, it determined whether LCP implementation mediates the relationship between disaster readiness and self-efficacy. Using a quantitative correlational research design, data were collected from 100 public school teachers across five districts in Davao Occidental and Davao del Sur using validated survey instruments. Results revealed a very high level of disaster readiness among schools across the country, including an enabling environment, safe learning facilities, school disaster risk management, and disaster risk reduction in education. The extent of LCP implementation was rated high, indicating strong operationalization of focus and intervention, hand-holding initiatives, technical assistance, and stakeholder appraisal. Teachers also demonstrated high to very high self efficacy in remote teaching, particularly in online instruction and curriculum delivery. Correlation analysis showed significant positive relationships among the three variables. In contrast, mediation analysis confirmed that the LCP fully mediates the effect of disaster readiness on remote teaching self-efficacy. These findings highlight the critical role of continuity planning in transforming institutional preparedness into adequate instructional capacity, emphasizing the need for sustained support systems and strengthened LCP execution to enhance teachers’ resilience and performance during crises.
Readiness of Social Work Students for Field Instruction and Career
This study aimed to assess the perceived readiness for field instruction and career readiness among third-year Bachelor of Science in Social Work students at Ifugao State University. Specifically, it evaluated the respondents’ readiness across core competencies related to field instruction and career preparation and examined the relationship between these two variables. Using a descriptive-correlational design, data were collected from 79 respondents via a standardized questionnaire and analyzed using means, standard deviations, and Pearson correlations. The results revealed that students perceived themselves as “Highly Ready” in both field instruction (M = 3.01, SD = 0.27) and career readiness (M = 3.06, SD = 0.30). Among the competencies, the highest mean scores were observed in the domains of practicing in various contexts and technological skills. Furthermore, the analysis revealed a strong positive correlation between readiness for field instruction and career readiness (r = .66, p < .001), indicating that students who are better prepared for field instruction are also more confident in pursuing their future careers. These findings underscore the importance of further enhancing field instruction experiences to support career readiness. Based on the findings, it is recommended that experiential learning, skills reinforcement, and mentoring be strengthened during the deployment phase.
Emotional and Cognitive Landscapes of EFL Learners Living in the Philippines: A Phenomenological Study
This study examined the emotional and cognitive experiences of Southeast Asian EFL learners in the Philippines as they navigated language learning challenges. Grounded in Vygotsky's Sociocultural Theory and Krashen's Affective Filter Hypothesis, the analysis examined the roles of social interaction, scaffolding, and emotional readiness in language development. Using a phenomenological design, in-depth interviews were conducted with learners from Vietnam, Myanmar, and Indonesia to capture their lived academic and social experiences. Findings indicated pronounced speaking anxiety and fear of negative evaluation, intensified by cultural adjustment challenges. Despite these barriers, supportive interactions with peers, teachers, and institutions fostered emotional resilience and sustained motivation. Learners employed cognitive strategies such as planning, self-monitoring, resource-based learning, and adaptive practice to manage academic demands and improve proficiency. Peer collaboration, teacher responsiveness, and culturally sensitive institutional support further enhanced learner confidence and engagement. The study underscores the interdependence of emotional and cognitive processes in second language acquisition and highlights the importance of social scaffolding and affective support. It recommends holistic pedagogical approaches that address both cognitive development and emotional well-being to promote academic, social, and emotional success among Southeast Asian EFL learners.
Factors Influencing Self-Medication Practices Among Core-Shelter Mothers in Tuguegarao City: Implications for Community Health
This study examined the patterns of self-medication and the factors associated with this practice among 84 mothers aged 35–50 years residing in core-shelter barangays in Tuguegarao City. A quantitative, descriptive–correlational research design was employed. Data were gathered using a researcher-developed, self-administered questionnaire with acceptable internal consistency (Cronbach’s α = 0.82), which assessed respondents’ demographic characteristics, common illnesses, self-medication practices, sources of medicines, and influencing factors. Headaches (94.0%), fever and flu (89.3%), and coughs and colds (79.8%) were the most prevalent health complaints. Nonsteroidal anti-inflammatory drugs (NSAIDs) and cough and cold preparations (89.3%) were the most frequently used medications, primarily obtained from local stores (84.5%) and community pharmacies (73.8%). Chi-square analysis revealed significant differences in the distribution of illnesses and medications used (p < 0.001). Furthermore, one-sample t-test results indicated that convenience-related factors7 and stigma or fear of seeking professional care significantly influenced self-medication practices (mean = 3.49, p < 0.05). Structural Equation Modeling further confirmed that convenience (perceived behavioral control) and stigma/fear (attitude and subjective norms) had direct, significant effects on self-medication practices, supporting the theoretical framework based on the Theory of Planned Behavior. These findings underscore the continued reliance on self-medication among mothers and highlight the need for strengthened health education initiatives, stricter regulation of medicine access, and improved availability and accessibility of primary healthcare services to promote rational drug use and safeguard family health.
Algorithmic Inclusion Paradox Access Expansion, Capability Erosion, and Financial Precarity in Digital Banking Environments: A Capability-Governance Framework
The rapid diffusion of algorithmic decision systems in retail banking has significantly expanded access to formal financial services, particularly among previously underserved populations. However, emerging empirical evidence suggests that expanded access does not uniformly translate into improved financial outcomes. This study advances the concept of the Algorithmic Inclusion Paradox, which captures the counterintuitive dynamic in which algorithmic banking systems simultaneously enhance financial access while undermining users' capabilities and exacerbating conditions of financial precarity. Drawing on the capability approach and contemporary scholarship on algorithmic governance, the study develops a Capability-Governance Framework to explain how automated credit assessment, opaque scoring mechanisms, and weak institutional safeguards interact to erode financial capability despite increased inclusion. The framework theorizes that access expansion operates through distinct structural pathways—mediated by borrower capability and moderated by governance quality—that shape household vulnerability, risk exposure, and resilience within digital banking environments. By integrating human capability considerations with institutional governance mechanisms, this study contributes a theory-building perspective that extends existing financial inclusion and fintech literature beyond access-centric models. The proposed framework offers a basis for empirical testing. It provides policy-relevant insights for regulators and financial institutions seeking to design responsible, human-centered algorithmic banking systems that promote sustainable inclusion rather than financial precarity.
Humanistic Approaches in the Classroom: Exploring Teachers' Strategies on Students’ Motivation and Academic Engagement
The humanistic approach is an educational strategy that focuses on entire growth, including emotional, moral, and cognitive development (Amini et al., 2025). Which foster respect, empathy, and personal growth, emphasizing the individual's overall development. This study used a qualitative phenomenological research approach and was conducted in three public schools in Davao del Sur, Philippines. The study's participants are six teachers with over 10 years of experience teaching in Davao del Sur public schools. The study comprises all teachers who have taught at levels 1–10. The questions are open-ended, allowing respondents to respond in their own words. The interview guide was developed through study and validated by the researcher's adviser. Braun and Clarke's theme analysis was the primary research analytic method employed. The following aims guide this study: (1) to determine how these methods affect student motivation and engagement, and (2) to give recommendations on how these strategies might be improved further to produce high-quality training. As a result, the following questions were addressed in this study: (1) How do teachers implement humanistic approaches in the classroom to support learning? (2) What is the perceived impact of humanistic teaching strategies on students’ academic motivation and engagement? (3) What strategies can they recommend to further enhance the use of humanistic approaches to improve students’ learning experiences? According to this qualitative study, humanistic teaching methods are largely interpersonal and learner-centered, emphasizing emotional affirmation, autonomy, and meaningful participation. Teachers use humanistic pedagogy to provide tailored interactions that encourage group learning, affirmation, psychological safety and belonging, and reflection exercises. These tactics increase student involvement, academic confidence, and self-motivation.
Organizational Commitment, Talent Management, and Turnover Intention in Multi-Purpose Cooperatives
The paper focused on the connections between talent management practices, organizational commitment, and turnover intention in multi-purpose cooperatives, which fulfills a significant shortcoming in the cooperative-based human resource literature. In particular, it examines how talent management practices affect organizational commitment, how organizational commitment affects turnover intention, and how organizational commitment mediates the relationship between talent management and turnover intention. A concurrent triangulation mixed-methods design was used, with 290 employees from seven large multi-purpose cooperatives in the Bicol Region participating in the study. Structured surveys were used to collect quantitative data, which were analyzed using Structural Equation Modelling (SEM), and the quantitative findings were supported by qualitative interviews. Findings show that talent management practices have a strong positive influence on organizational commitment (r = 0.19), which in turn has a strong negative influence on turnover intention (λ = −0.15). Organizational commitment was found to mediate the relationship between talent management practices and turnover intention, indicating an indirect effect in which talent management influences employee retention. The initial reason for employee retention is based on factors such as accessibility, remuneration, and working conditions. The greater the perception of equity in rewards and recognition, the stronger organizational commitment forms, thereby affirming that employees feel valued by the cooperative. This loyalty is sustained over the long term by providing ongoing training and development for employees, thereby strengthening their commitment to the organization and making it harder to leave. Overall, the results highlight the importance of commitment-based human resource practices in promoting employee retention in multi-purpose cooperatives. Cooperative organizations can reduce turnover intention and enhance workforce stability by incorporating talent management strategies that foster organizational commitment.
The Anatomy of Uncertain Terrains: Soil Topography Characterization and Discharge Analysis of the Baroro River Basin, Northern Philippines
The Baroro River Basin in Northern Luzon is a critical hydrological feature providing irrigation and biodiversity services. However, the watershed faces severe vulnerabilities due to the interplay between high-discharge hydrological behaviors and anthropogenic pressures, specifically rapid Land Use and Land Cover (LULC) changes that fragment forest blocks and compromise soil stability. While socio-ecological baselines and local perceptions of degradation are well documented, there remains a lack of integrated quantitative modeling of the pedological and lotic processes on which human settlements depend. Existing studies do not adequately account for the physical feedback loops among soil properties, river discharge, and landscape fragmentation. This study used the Soil and Water Assessment Tool+ (SWAT+) in QGIS to simulate hydro-pedological trajectories from 1963 to 2063. The methodology integrated remote sensing with descriptive statistics to correlate variables such as Topographic Wetness Index (TWI), Soil Bulk Density (BD), and Soil Water Potential (SWP) against historical rainfall data. The analysis revealed the San Juan Anomaly, a 2–3 km zone of amplified TWI and sediment accumulation acting as a vital hydrological capacitor for riverine agriculture. Statistical modeling showed a decoupling between precipitation and discharge, with high upstream porosity (BD ≈ 0.69 g/cm³) buffering storm runoff. However, a sharp divergence exists between the simulated restorative potential forest recovery and the observed reality of downstream urban compaction and soil densification. The basin demands a management paradigm that treats it as a single functional unit. Immediate policy interventions must zone the San Juan alluvial scar for sustainable agriculture to prevent infrastructure encroachment. Long-term strategies should prioritize deep pedological rehabilitation through upstream reforestation to reduce bulk density, thereby restoring carbon storage and flood-mitigation capacity.
Interface Zones: Assessing Porosity for an Integrated Urban Blue Spaces in Davao City’s Seafront
The complexity of interface zones—determined by level of access to water and edge porosity—defines the extent of urban land-water integration. This study investigates the spatial and functional connection between urban land and water in public open spaces of Davao City, Philippines. Specifically, it explored the features of urban blue spaces across designated-use (9 stations), formal-use (4 stations), and informal-use (14 stations) typologies in the downtown Davao City seafront. A descriptive-exploratory approach integrating the spatial analysis with qualitative fieldwork was utilized to map the water's edge profile and quantitatively assess porosity levels by developing an index using factors such as land-water connection (C), land-water edge section (E), urban blue space use (U), and urban blue space edge (BSE). Findings revealed high porosity scores throughout most urban blue space sections, driven by complex water edges, direct waterline connections, and permeable designs that facilitate land-water connectivity and human interactions. The analysis revealed critical insights into urban blue space dynamics across edge types, using edge porosity and water accessibility as primary measures of land-water relationships. Important physical features that contribute to high porosity were identified, emphasizing the role of unrestricted access to water. These features vary by spatial typology and involve trade-offs among water edge design, functionality, and regulatory control. While enhancing land-water connectivity, these attributes present management challenges inherent to waterfront public open spaces. The findings underscore the necessity of context-sensitive planning approaches that balance porosity, security, equity, and ecology to enhance recreational, aesthetic, and resilient waterfronts, aligning with studies on blue-green integration.
Geospatial Analysis for Electric Vehicle Charging Infrastructure Development in Mindanao
This study presents a geospatial methodology for the optimal siting of Electric Vehicle Charging Stations (EVCS) across the island of Mindanao, Philippines. With limited existing infrastructure and vast intercity distances, the research aims to support the country’s transition to sustainable mobility by identifying technically viable and strategically located EVCS sites. Using a sequential site refinement approach, the analysis integrates shortest-path routing, elevation profiling, grid accessibility, and solar irradiance potential to evaluate candidate locations along long-haul transport corridors. Eleven strategic city pairs were selected based on criteria including corridor length, economic significance, terrain challenges, and infrastructure gaps. Initial EVCS placements were determined using midpoint and anchor-site strategies on validated road networks. These placements were then refined through a stepwise GIS-based filtering process. Of the nine initial candidate sites, four were identified as anchor sites and five as midpoint sites. Elevation constraints did not eliminate any candidate locations, indicating full topographic feasibility. Solar resource analysis confirmed suitability for the majority of the proposed network. In addition, thirteen assumed urban electric vehicle charging station (EVCS) locations were incorporated into the network assessment. Elevation data from SRTM DEMs informed terrain-sensitive adjustments, while the lack of substation-level grid proximity data necessitated prioritizing solar-hybrid solutions. GHI values from the Global Solar Atlas confirmed the suitability of off-grid solar deployment in most proposed sites. The final EVCS network consists of midpoint and anchor stations supported by solar or hybrid energy systems, complemented by assumed urban charging infrastructure in major city terminals. This research provides a replicable, data driven framework for EVCS planning in emerging regions. It serves as a decision-support tool for policymakers, energy planners, and private-sector stakeholders seeking to accelerate electric vehicle adoption in the Philippines.
Influence of Reading Fluency and Comprehension on Students’ Rapid Mathematics Assessment Performance
Despite global efforts to improve education, many countries continue to struggle with low levels of literacy and numeracy, reflecting a persistent challenge in foundational learning skills; thus, this study examined the relationship between students’ reading profiles and mathematical proficiency among Grade 10 public high school students in the Digos City Division during School Year 2025–2026. Using secondary data from the Philippine Informal Reading Inventory (Phil-IRI) and the Rapid Mathematics Assessment (RMA), the study determined students’ reading fluency, reading comprehension, and mathematical proficiency, as well as the relationship between reading profiles and mathematics performance. Results showed that students were at the instructional level in reading fluency (M = 90.64, SD = 8.29) and at the frustration level in reading comprehension (M = 36.61, SD = 16.67), while their mathematical proficiency was classified as Emerging (Not Proficient) (M = 7.57, SD = 4.57). Pearson correlation analysis revealed a moderate positive relationship between reading profile and mathematical proficiency (r = .547). Regression analysis indicated that reading fluency and comprehension jointly accounted for 37.5% of the variance in mathematical proficiency (R² = .375, p = .000), with reading fluency having a stronger effect than reading comprehension. The findings highlight the significant role of reading skills in mathematics learning, suggesting that difficulties in understanding text, instructions, and word problems may hinder students’ mathematical performance.
Workplace Factors Influencing Job Satisfaction in Universities of Southern Mindanao, Philippines
This study investigates workplace factors influencing job satisfaction among faculty and staff at a private university in Southern Mindanao, Philippines, and addresses the limited empirical evidence on employee satisfaction in private higher education institutions in Region XII. Using a descriptive–correlational research design, data were collected from 66 regular and probationary employees through a validated structured questionnaire employing a four-point Likert scale. Five workplace factors were examined: job security, training and development, remuneration, communication, and work environment. Descriptive statistics and Pearson’s correlation analysis were utilized to assess overall job satisfaction and its relationship with the identified factors. Results indicate that employees were generally satisfied with their jobs (M = 3.12). All five workplace factors demonstrated very high, positive, and statistically significant relationships with overall job satisfaction (p < .05). Among these, communication emerged as the most influential factor, despite receiving the lowest mean score (M = 3.04), suggesting a critical gap between its perceived importance and institutional effectiveness. Training and development opportunities obtained the highest satisfaction rating (M = 3.31), highlighting the role of professional growth in sustaining employee engagement. The findings further reveal that both monetary and non-monetary factors jointly shape job satisfaction, with persistent concerns related to communication clarity, recognition, and workload distribution. This study provides empirical evidence on the determinants of job satisfaction in private higher education institutions and offers practical insights for institutional leaders in designing targeted human resource policies to enhance employee well-being, organizational commitment, and sustainable institutional performance.
Exploring the Story Structure of Filipino Fantasy Films Through Propp’s Theory
This study applies Vladimir Propp’s Morphology of the Folktale to analyze narrative structures in selected Filipino fantasy films from the Metro Manila Film Festival (MMFF). Aiming to address limited academic research on Philippine cinema in education, it identifies recurring narrative patterns and character functions that help students and viewers understand film meanings. Using qualitative textual analysis, the films were examined based on Propp’s seven-character roles and thirty-one narrative functions. Findings show that the films consistently employ core heroic functions that reflect Filipino cultural values, such as resilience, moral responsibility, and communal identity. Although the films vary in their adherence to Propp’s full narrative sequence, Ang Panday adheres most closely to it. Despite differences, all films maintain essential functions that support heroic storytelling. The study concludes that Propp’s framework is effective for analyzing Filipino fantasy cinema and can enhance film literacy, providing future English educators with a practical approach to integrating cinematic texts into literature instruction.
Measuring Human Resource Management Service Quality in a Philippine Government Research Institute Using the SERVQUAL Framework
This study measured the service quality of the Human Resource Management Office (HRMO) in a Philippine Government Research Institute using the SERVQUAL framework, which evaluates five dimensions: tangibles, reliability, responsiveness, assurance, and empathy. The research employed a descriptive-quantitative design and collected 277 employee responses, exceeding the recommended sample size, to measure the gap between employees’ expectations and perceptions of HRMO services. The Wilcoxon signed-rank test was used to assess the significance of service quality gaps. The findings revealed that, across all dimensions, expectations consistently exceeded perceptions, indicating significant service quality gaps (p < .001). The most significant gaps were observed in reliability (0.42), responsiveness (0.40), and empathy (0.38), suggesting that employees desire more dependable, timely, and personalized HR services. Smaller but significant gaps appeared in assurance (0.33) and tangibles (0.32), showing that HR professionalism and facilities are essentially meeting expectations. Additional analyses highlighted variability in employee experiences and differences between employees whose expectations were met, unmet, or exceeded. The study concludes that while the HRMO demonstrates commendable service quality, strategic improvements in reliability, responsiveness, and empathy are essential to enhance employee satisfaction, trust, and overall organizational effectiveness.
Stories Behind the Paycheck: A Phenomenological Study of Teachers’ Financial Struggles Due to Loan Dependency
This study investigates the lived experiences of teachers who faced financial hardship due to dependence on salary loans. This study utilized a qualitative phenomenological design to explore, describe, and identify the lived experiences of fifteen (15) public school teachers possessing three to six active salary loans. Information was obtained through semi-structured interviews, transcribed, and participants' responses were coded and analyzed for themes. Results showed that teachers who rely on salary loans feel a heavy financial burden, especially as breadwinners. This leads to financial stress that leads them to feel emotional fatigue, anxiety, and the struggle for resilience, which influences their professionalism as teachers. The research concludes that teachers' reliance on salary loans is a manifestation of a deeper-seated systemic problem of economic inadequacy within the teaching profession. These findings emphasize the importance of policy interventions, enhanced compensation, and strengthened financial education programs to promote educators’ well-being.
Assessing Preparedness of Higher Education Institutions for Bomb Related-Emergencies
The study assesses how prepared higher education institutions are to respond to a bomb-related incident on the school campus. The total number of respondents is 585, consisting of faculty, security personnel, administrators, and staff. The study was conducted in Lucena City, Quezon, with four participating higher education institutions. The study aims to analyze respondents' awareness of safety measures for responding to bomb-related emergencies, determine whether higher education institutions provide adequate training for school personnel and have the necessary resources to respond to such incidents, and compare each institution's preparedness level. Structured survey questionnaires were used to collect data, and a weighted mean was used to interpret the results. A one-way ANOVA was used to compare the preparedness levels of the higher education institutions. As a result, there was no significant difference in the preparedness of higher education institutions regarding equipment and resources. However, there are significant differences in training and programs, as well as in collaboration and coordination. This study reveals that the respondents are aware of the safety measures for responding to bomb-related emergencies. Also, higher education institutions are poorly prepared to provide adequate training for school personnel. However, they have the necessary equipment and collaborate with various agencies in response to bomb-related emergencies. This study emphasizes the importance of responding proactively to bomb emergencies in educational institutions.
Climate Justice Awareness and Local Climate and Disaster Governance: A Generalized Linear Modelling
Climate justice and climate justice awareness have gained increasing attention through research, advocacy, and education, reinforced by global commitments such as Sustainable Development Goal 13. However, the Municipality of Obando, Bulacan, lacks published policy briefs, empirical studies, documentation, or baseline data examining climate justice awareness and its linkage to local climate and disaster governance. No formal municipal assessments have been conducted to evaluate these understudied yet critical variables. Addressing this gap, the present study, anchored in Environmental Justice Theory, examined how recognitional, procedural, distributive, and intergenerational justice influence local climate and disaster governance in Obando, Bulacan. The study adopted a quantitative descriptive–correlational research design utilizing descriptive statistics and Generalized Linear Modeling (GLM), comparing Gaussian and Gamma log-link specifications. This was used to compare distributional assumptions for climate justice and governance perception data. Findings revealed that residents exhibited moderate climate justice awareness and a moderate level of agreement with existing climate and disaster governance mechanisms. Results from the Gaussian model indicated that recognitional, procedural, and distributive justice were significant predictors, while intergenerational justice was not. In contrast, the Gamma log-link model showed that all four climate justice dimensions significantly influenced local climate and disaster governance. Moreover, the Gamma model demonstrated strong goodness-of-fit, confirming the theoretical and empirical alignment of Environmental Justice Theory with the local context and its suitability in capturing the non-normal and socially differentiated nature of justice perceptions. The study recommends institutionalizing justice-centered climate and disaster governance, with emphasis on equitable resource distribution, inclusive participation, and intergenerational planning.
A Multimethod Evaluation of a Community-Based Tutorial Program
A higher education institution in Kalibo, Aklan, under its College of Education, conducted a community-based tutorial program during the School Years 2017 to 2018 and 2018 to 2019 for 12 learner-beneficiaries from New Buswang Elementary School at Bakhawan Nature Study and Eco-Park, New Buswang, Kalibo, Aklan. The purpose of this study was to assess the tutorial program by: (a) comparing average grades of the learner-beneficiaries a school year before and during the 2-year tutorial program; (b) determining any significant differences in the average grades before and during the program; and (c) knowing the overall experiences of the learner-beneficiaries and their parents during the tutorial program. The study employed mixed methods, namely descriptive survey research and narrative analysis. The findings of the study were the following: (a) the tutorial program improved the learner-beneficiaries’ performances in all 4 subjects namely Values Education, English, Math, and Science; (b) a significant difference in the academic performances of the learner-beneficiaries during the 3 consecutive years was found but it indicated a decline in performances especially in Mathematics and Science; (c) the overall experiences of the learner beneficiaries were positive but the tutors may improve on class discipline; and (d) the overall experiences of the parents of the learner-beneficiaries were positive but the program may include all subjects under the curriculum. It was concluded that the tutorial program was effective in boosting student performance. However, the decline in the overall performance may have been affected by factors like changes in the curriculum, deficits in attention and motivation towards learning by the tutors, and the changing socioeconomic conditions of the learner-beneficiaries which is worthy of a follow-up study.