The Educators’ Link is a monthly publication by Aloysian Publications that provides a platform for teachers to publish literary, journalistic, scientific, and research articles. It aims to support professional growth, foster academic writing, and encourage knowledge sharing among educators. The journal aligns with DepEd Order No. 66, s. 2007, recognizing the value of scholarly work in the promotion and advancement of teaching and related positions.
Emily never believed in love. She had seen too many promises broken and too many hearts hurt. She built walls around her heart, convinced that trusting someone was too risky. When she met Daniel, everything felt like a dream. They laughed at the same jokes, shared the same favorite songs, and spent hours talking about the future. With him, the world felt lighter, warmer, and full of hope. For a long time, Emily thought their story would last forever. But life doesn’t always follow the plans we make. Slowly, things began to change. The long conversations became short replies. The laughter faded into silence. The love that once felt strong started to feel distant. One evening, Daniel looked at her with tired eyes and said the words she never thought she would hear. “I think we should go our separate ways.” Emily felt like her heart had shattered into pieces. She wanted to beg him to stay. She wanted to pretend nothing had changed. But love sometimes means accepting the truth, even when it hurts. That night, Emma cried until her eyes were swollen and her chest ached. She kept asking herself the same question. Why wasn’t I enough? Days passed, and everything reminded her of him—the café where they used to meet, the songs they once loved, even the quiet park bench where they shared their first promise. It felt like the world kept moving forward while her heart stayed behind. But one morning, Emma looked at herself in the mirror and realized something. Her heart was broken, yes. But it was still beating. So, she made a small promise to herself: every day, she would try to be braver than yesterday. Days turned into weeks, but the pain didn’t fade. One evening, Emily received a letter. The handwriting on the envelope made her heart stop—it was Daniel’s. Her hands trembled as she opened it. Inside was a letter he had written before leaving. "Emily, If you are reading this, it means I finally had the courage to tell you goodbye. I didn’t leave because I stopped loving you. I left because I love you too much to watch you suffer with me. The truth is… I’m sick. The doctors told me I don’t have much time left. I didn’t want your life to become a countdown to my last day. You deserve laughter, dreams, and a future that isn’t filled with hospital rooms. So, I pushed you away, even though it broke my heart too. But please believe this: loving you was the happiest part of my life. And if there’s one thing, I wish for you, it’s this—be braver than yesterday. Love, always, Daniel." Emily’s tears fell onto the paper. Suddenly everything made sense. The distance, the sadness in his eyes, the goodbye he forced himself to say. He didn’t leave because love disappeared. He left because love was too deep. Emily held the letter close to her chest and cried under the quiet night sky. For the first time, she understood something about love. Sometimes love isn’t about staying. Sometimes love is about protecting the person you care about, even if it means breaking your own heart. The pain didn’t disappear that night. But slowly, Emma began to live again. She started smiling more. She followed the dreams she once told Daniel about. She learned to appreciate the small moments in life. And every time fear or sadness returned, she remembered his words. Be braver than yesterday. Because somewhere in the story of her life, even though loss and heartbreak, love had taught her the greatest lesson of all: Real love doesn’t end. It stays in your heart, quietly giving you the strength to keep going.
Education was never just a chalkboard lesson or a name written neatly on attendance sheets. It was the sound of mothers waking before sunrise, fathers carrying tired dreams on their backs, teachers standing in crowded rooms still choosing patience despite their own battles. I learned that education is not always found in books. Sometimes it lives in empty pockets that still choose school fees, in worn-out shoes walking muddy roads, in students fighting sleep just to finish one more page. I have seen children hide their pain behind perfect attendance. I have seen brilliance inside quiet students who only needed someone to believe in them once. Education matters because not every child was born in comfort, but every child deserves a chance. It matters for the girl who studies under dim light while the world sleeps. For the boy who carries responsibility too early yet still whispers, “I want to finish school.” It matters because knowledge breaks cycles that silence cannot. Because classrooms create voices strong enough to change generations. And somewhere between lessons, deadlines, and sleepless nights, I realized education does not only build careers. It builds dignity. It teaches people that their dreams are valid too. One good teacher can change a lifetime. One opportunity can rewrite an entire family story. So I will always believe that education is more than a privilege. It is hope in its purest form. And in a world where many are still fighting just to be heard, education remains the most powerful way to say, “You matter.”
With only a dream in mind, I went to school without a second thought. Wherever my feet would lead me, They led me to the place where my dreams were sought. I thought it would be easy, But I was wrong to say. Doubts slowly filled my mind, If I could still endure and stay. Tears kept falling from my eyes, Telling myself that it was over. I slowly lost the hope within me, “I'm giving up,” I would always say. But then there were people Who still believed in me. I stood up, gathered my courage, And continued the path I chose.
I wish I were a teacher of the English language, They are also called “elite,” like the French. Professional and intellectual too, Their knowledge is high, They are called educated. I wish I were a teacher of Mathematics, Only numbers and problems, It really seems difficult! If someone is good in that field, He is truly intelligent. I wish I were a teacher of Science, It explains everything, Technology develops here, And phenomena are solved, So everything falls under it. In God’s eyes, everyone is equal, Every person has life, Each one is given Understanding as a guide, Wisdom, ability, And godly goodness. “Multiple intelligences,” have you heard of it? People are intelligent in different ways, Even in their abilities at work, What gives them their “best” Is the field of their discipline? A truly intelligent person excels there. Science and technology Are the culture and life of the masses; How can we achieve it? If there is no awareness? Isn’t our native language The best in discussions like this? Yes, indeed! My culture is honorable and a natural treasure, My language also fits my identity, So do not judge my language As the reason For the youth’s preference for foreign languages, Some teachers contribute to that. I am a Filipino teacher, Chosen as a Filipino, my actions are Filipino, I am not ordinary, What I value Is not only the Filipino language? Not only Filipino culture, But the FILIPINO RACE itself!!!
Ethical Leadership of School Heads in Relation to Organizational Commitment and School Climate
This study examined the level of ethical leadership in relation to teachers’ organizational commitment and school climate in the 5th Congressional District of Iloilo for School Year 2025–2026. A descriptive-correlational research design was employed. The respondents were the public elementary school teachers selected through stratified random sampling. A validated researcher-adapted questionnaire was used, and data were analyzed using descriptive statistics such as Pearson-r correlation, and multiple regression analysis. Findings revealed that ethical leadership was perceived at a high level, indicating that fairness, integrity, accountability, and care were evident but still need strengthening. Teachers’ organizational commitment was also at a high level, suggesting moderate emotional attachment, perceived costs of staying, and moral obligation. School climate was rated as middle high, indicating a generally positive and supportive school environment. Results indicated that ethical leadership, organizational commitment, and school climate were significantly and positively related, meaning stronger ethical leadership corresponds to higher teacher commitment and a better school climate. Ethical leadership also significantly predicted both outcomes: care and integrity were the strongest predictors of organizational commitment, while fairness and accountability were most influential in school climate. Overall, ethical leadership was moderately practiced but needs further strengthening. The study recommends enhancing ethical leadership among school heads, implementing DepEd leadership development programs, and exploring related variables such as job satisfaction and teacher performance.
A leaf once green in morning light, Danced with the wind, so full of life, It held its branch with steady might, As if untouched by time or strife. But time will fade its vibrant hue, No care can make it stay or last, It falls when life has reached its due, A silent whisper of the past. So we, like leaves, must also go We live, we fade, we drift away, Yet in each fall, new life will grow, From endings born, a brighter day.
A mom stands strong both night and day, She works so hard in every way. She is a father and a mother too, Her love is big, her heart is true. She tells her kids to trust in God, And thank Him always, be glad and nod. Through storm and rain, she does not fall, Her faith in Him will guide them all. Her three dear kids she loves so much, She gives them care, a gentle touch. She hopes one day they’ll find their place, With joy and peace and God’s good grace. She teaches them to pray each night, To do what’s kind, to choose what’s right. Her words are soft, her heart is strong, She helps them grow and move along. Though life is hard, she will not stop, She climbs each hill and reaches the top. Her dream is clear, her hope will stay, Her kids will shine in life one day. The heart of a mom is brave and true, She shows her kids what love can do. With thankful hearts they’ll rise above, Guided always by her love.
Rising Waters, Sinking Profits: Exploring the Immediate Financial Impact of Flooding on Micro-businesses in the Flood-Prone Areas of Valenzuela City
Flooding occurs globally; however, in the Philippines, it remains one of the most recurrent and intermittent natural hazards, primarily driven by heavy rainfall, seasonal monsoons, and typhoons. Recurring floods have become a constant threat to the economic progress, particularly in highly flood-prone localities within the National Capital Region, such as Valenzuela City. This study explores the immediate financial impact of flooding on micro-businesses operating in Valenzuela City, utilizing a concurrent embedded mixed-methods approach. Quantitative data were collected through structured surveys to assess both direct and indirect financial losses, operational disruptions, and changes in revenue and cash flow. Complementarily, qualitative interviews were conducted to deduce in-depth insights into the actual experiences, challenges, and coping strategies employed by micro-business owners. Findings reveal that these enterprises endured severe financial strain due to inventory losses, property damage, increased operational costs, supply chain disruptions, and declining customer retention. Their vulnerability is further exacerbated by a significant gap in post-disaster support—stemming from inadequate funding and limited local government unit (LGU) data, which restricts immediate access to insurance and other recovery mechanisms. Anchored in the Disaster Risk Perception Model and Vulnerability Theory, the research underscores the necessity of addressing the unique adaptive capacities of micro- businesses through evidence-based recovery strategies, including financial assistance, risk management, profit sustainability, and resilience-building measures, to enhance survivability of these businesses and sustain local economic development in flood-prone communities.
flooding, financial impact, evidence-based recovery measures, disaster risk management, micro-businesses
Business Strategies of Small Urban Farmers for Financial Sustainability and Growth: Basis for a Strategic Action Plan
In retrospect, the Philippine’s agriculture used to be a robust sector and a major contributor to economic output but has stagnated through the years. Researches, specifically on urban agriculture business, remain limited and is hardly covered in the existing academic curriculum. It is the goal of this research to contribute to the literature by examining the profile of urban farmers, including their start-up capitalization, geographic location and agricultural component requirements, as well as their business strategies. The study utilized a qualitative research design in gathering responses from urban farmers including their experiences, opinions, and strategies for achieving business’ financial sustainability and growth. Also, the study found that urban farming is a thriving venture that can be profitable through strategic formulation, implementation, and evaluation. In the same way, it revealed that despite differences in urban farming techniques, start-up capitalization, fund sources, geographic farm location, and government subsidy and technical support, all of the informants generated positive returns in the same comparable year. Among the challenges urban farmers encountered were personal (self-doubt), organizational (disagreements), financial (capital inadequacy), operational (crop contamination), commercial (changes in market demand), and fundamental (calamities). These myriads of challenges, however, were resolved through root cause analysis, idea development, implementation of strategies, and monitoring and evaluation of results. Results and findings illustrated that urban farming does, in fact, offers promising opportunities for business growth and profitability, but it is not devoid of challenges. In conclusion, further studies may be conducted quantitatively to explore the costs incurred in pursuing urban farming, and the other benefits including its environmental, social, and economic impacts.
agriculture, business strategies, financial sustainability and growth, urban farming, qualitative research design, root cause analysis
PHYTOBIOTIC POTENTIAL OF TURMERIC (Curcuma longa Linn.) RHIZOME MEAL ON THE PRODUCTION PERFORMANCE AND CELL MEDIATED IMMUNITY OF BROILER CHICKEN
Resistance to microbial organisms has ignited the quest for natural substitutes to antibiotic growth promoters in production of poultry, thus creating a significance in advocating sustainability in broiler production without the presence of microbes. The aim of this study stressed the evaluation of the effects of TRM, Turmeric Rhizome Meal, which serves as a phytobiotic alternative, defined as a synthetic antibiotic on the following: growth performance, carcass yield cell-mediated immunity, and the feasibility on economic factors of broiler chickens. Consequently, a number of 100 broilers were selected randomly into five dietary treatments as supplemented with varying levels of TRM: T1, Commercial Feed without TRM; T2, Homemade Ration without TRM and Synthetic Antibiotics; T3, Homemade Ration with Synthetic Antibiotic. These four treatments were reared for 38 days in a fully randomized design of experimental setup. Results and findings showed that TRM supplementation has significantly improved body weight, weight gain, and FCR, specifically in the early growth phases, that is within 11 to 24 days. In the same manner, broilers fed with 1-3% TRM for T3 and T4 revealed superior growth performance as well as its feed efficiency as compared with both the control and anti-supplemented group. Additionally, improved spleen and bursa indices had shown stronger cell-mediated immunity, which in turn affirms the immunomodulatory potential of curcumin, the classified active compound in turmeric. However, in which way the carcass yield showed no significant difference, economic analysis expounded higher profitability in 1% and 3% TRM treatments, signifying the highest return on investment, ROI with values of 76.01% and 74.95%, respectively. As an ultimatum, TRM serves as an effective and sustainable phytobiotic feed additive that develops growth, feed utilization, immunity, and profitability in broiler production. Last, future studies are recommended in determining the optimal TRM inclusion levels, evaluating bioactive compound stability, and analyzing the costs and benefits under various production conditions.
antibiotics, phytobiotic feed additives, turmeric rhizomes, broiler production, carcass yield, cell-mediated immunity, return on investment, randomized design experimental setup, feed efficiency, spleen and bursa indices, curcumin, TRM inclusion levels, bioactive compounds.
A teacher stands with a patient heart, Guiding children from the very start. With gentle words and caring hands, They help young minds to dream and stand. Inside the classroom, day by day, They teach, they listen, they show the way. With chalk-dust hands and hopeful eyes, They lift each child to reach the skies. When learners doubt and feel afraid, A teacher’s voice becomes their aid. “Try once again, don’t give up now— I know that you will make it somehow.” Years may pass and roads may part, But teachers live in every heart. For every dream a child pursues, A teacher’s light still shines it through. For behind every learner who believes in themselves, there is always a teacher who believed first.
Si Inday Badiday ay isang batang makulit at madalas pasaway. Lagi niyang pinapainit ang ulo ng kanyang mga magulang na sina Nanay Mimay at Tatay Boboy. Tamad siyang gumawa ng mga gawaing bahay, lalo na sa pag-aaral. Isang araw, nagsimula na ang klase ngunit si Inday Badiday ay nahuli sa paggising. “Inday! Bumangon ka na, baka mahuli ka sa klase!” sigaw ni Nanay Mimay. “Nay, tinatamad pa ako. Huwag na lang kaya akong pumasok,” sagot ni Inday. Sa pagpupumilit ni Nanay, napilitan si Inday na maghanda at lumakad papuntang eskwelahan. Habang naglalakad, marami siyang nakasalubong na tao. Sa bukid, nakita niya ang magsasaka na nag-aararo. “Inday, mag-aral ka nang mabuti. Gusto mo bang maging katulad ko?” tanong ng magsasaka. Napaisip si Inday: “Gusto ko bang maging magsasaka?” Sa tabing-dagat, nakasalubong niya ang mangingisda na naglulunsad ng bangka. “Inday, mag-aral ka nang mabuti. Gusto mo bang maging katulad ko?” tanong ng mangingisda. Naisip niya: “Gusto ko bang maging mangingisda?” Sa pamilihan, bumili siya ng pagkain. “Inday, mag-aral ka nang mabuti. Gusto mo bang maging katulad ko?” sabi ng tindera. Naisip niya: “Gusto ko bang maging tindera?” Nang may sunog, nakita niya ang mga bombero na tumulong. “Inday, mag-aral ka nang mabuti. Gusto mo bang maging katulad ko?” sabi ng bombero. Naisip niya: “Gusto ko bang maging bombero?” Habang naglalakad, hindi namalayan ni indaya ang nakausling bato sa daan. Siya ay nadapa at nasugatan ang tuhod. Tinulungan siya ng nars. “Inday, mag-aral ka nang mabuti. Gusto mo bang maging katulad ko?” sabi ng nars. Naisip niya: “Gusto ko bang maging nars?” Sa daan, isang pulis ang tumulong sa kanya upang makarating sa eskwelahan. “Inday, mag-aral ka nang mabuti. Gusto mo bang maging katulad ko?” sabi ng pulis. Naisip niya: “Gusto ko bang maging pulis?” Sa wakas, nakarating si Inday sa klase. Ang paksa ng kanilang guro ay tungkol sa mga taong tumutulong sa komunidad. Naalala niya ang lahat ng nakasalubong niya—magsasaka, mangingisda, tindera, bombero, nars, at pulis. “Inday, mag-aral ka nang mabuti. Gusto mo bang maging katulad ko?” tanong ng guro. Napaisip si Inday: “Gusto ko bang maging guro?” Pag-uwi, masaya niyang sinabi sa mga magulang: “Nay, Tay, mag-aaral na ako nang mabuti. Hindi na ako magiging pasaway. Gusto kong tuparin ang aking pangarap.” At mula noon, naging masipag na si Inday Badiday sa kanyang pag-aaral. Ang kanyang pangarap: “Gusto kong maging GURO.”
“Everybody, stretch and bend!” “Sir? I’m tired! We’ve been practicing ‘stretch and bend’ for two weeks now!” “Jireh, this is for the upcoming Culture and Arts Fest. Exciting, right? Come on! Stretch and bend!” “Oh, I don’t understand, Sir Michael. Honoring? Heritage? Treasure? Is this a thesis title?” That’s Jireh, a BPED first-year modern student with sharp eyes always glued to her phone, messy hair, and always questioning tradition, along with everything else. “Emphasize those hips! Jireh, just focus and sway properly!” “Ugh! I hate this folk dance! Why should I exert effort? It won’t go viral—too boring! All I gained was muscle pain. No extra grade, no allowance increase! Tell me, why should I care? Can’t we just do a TikTok dance instead? That would earn millions of views in my reels! My followers would love it for sure! Right, classmates?” She looked around, expecting everyone to agree with her. Now… there was no one. The room suddenly fell into darkness. “You should care, child.” She trembled but composed herself, as if confident. “Excuse me, who are you? Who’s there? A judge? A coach? The spirit of the grading system?” “I am Twinkle. Not a judge, not a coach, not a terror college professor. I am the voice of your culture. And yes, I have been watching.” “I’ve been struggling! Imagine traveling from Rotonda just to master ‘stretch and bend’ for two weeks straight. No excitement at all!” While she was explaining, she didn’t realize that she had already met the Spirit of Culture. “Tell me, child, why do you laugh at tradition?” “Laugh? No, I’m just confused! Why wear old costumes when my OOTD is already trending? Why dance steps from the past when TikTok updates so fast? Look at this! See? Culture is… slow.” “Slow? Child, your dances came from your roots, from gratitude and survival. Slow does not mean weak. Slow means deep.” “So you mean when I dance during the festival, I’m not just sweating for nothing?” “Yes, my child. You sweat for history, for identity, for the future watching you. This festival is not a show. It is a promise.” She paused, staring at the dark room. “Maybe that’s the problem,” she whispered. “Trends make me famous for a moment, but culture makes me part of something bigger. Now I fully understand, Twinkle. This is not just a costume. Not just a competition. Not just ordinary attendance. It is every university declaring: we remember who we are!” That’s right! A legacy of pride, because a university that forgets its culture may produce graduates, but never roots. “Fine! I will stay and dance. But… can I have one request? Free snacks, please?” The room filled with exchanged laughter. “Come on, everybody! Stretch and bend—from the top!” “This is it! This is not just a festival. This is the Culture and Arts Festival.”
The Effect of Repeated Reading for Kindergarten Learners on the Development of Letter Recognition
This study aimed to determine the effect of Repeated Reading for kindergarten learners on the development of letter recognition in Silangan Elementary School, Taguig City for the school year 2020-2021. One-group pretest-posttest research design was used in the study. There were twenty five (25) kindergarten learners who took part in the study. The 15-tem test is adapted from the Self-Learning Modules of learners, thus it does not undergo content validity. Descriptive statistics such as mean, percentage and t-test were utilized in the study. The kindergarten learners posted a mean score of 4.00 and 12.92 in pre-test and posttest respectively. It can be said that there is no significant difference in the level of letter recognition of the kindergarten learners before and after the utilization of Repeated Reading as an intervention. This is attributed to the result of t-test where the t-sat is 12.59 and t-critical 2.07 value. It can be concluded that the Repeated Reading as reading intervention is effective in improving the letter recognition of kindergarten learners.
Repeated Reading, Letter Recognition, Kindergarten, Reading Intervention, Pretest-Posttest
Voices from the Seats: A Qualitative Action Research on Junior High School Students' Real - Time Perceptions of Classroom Arrangement During Class Discussions in Fishing Village Comprehensive National High School
This qualitative action research, titled Voices from the Seats, investigates junior high school students’ real-time perceptions of classroom seating arrangements during class discussions at Fishing Village Comprehensive National High School, a coastal institution serving a fishing community. Grounded in participatory action research principles, the study amplifies student voices through innovative, immediate data collection methods, including think-aloud protocols, reflective journals, and momentary feedback cards, to capture authentic experiences amid dynamic discussions. The research addresses a critical gap in educational literature: while prior studies link seating configurations to engagement and interaction, few prioritize students’ lived perceptions in real-time, particularly in resource-constrained rural settings. Traditional row seating often reinforces passive learning and teacher-centered dynamics, whereas flexible arrangements like clusters or semi-circles may promote collaboration, equity, and cultural responsiveness essential for indigenous and low-income learners facing educational barriers. This inquiry aligns with organizational behavior theories emphasizing spatial influences on motivation and participation. Conducted over one semester with 45 Grade 9 students, the study iteratively redesigned classroom layouts based on emerging themes: front-row privileges fostered visibility but isolation; circular setups enhanced peer dialogue and inclusivity, though noise challenged focus; and U-shaped formations balanced teacher oversight with student agency. Key findings highlight preferences for adaptable, student-centered arrangements that accommodate diverse learning styles and community values, such as communal fishing practices mirrored in group-oriented seating. Implications urge educators to co-design spaces with students, fostering empowerment and relevance in discussions. Limitations include small sample size and context-specificity, suggesting scalability through mixed-methods validation. Ultimately, this empowers voices from the margins, advancing equitable pedagogy in Philippine public schools.
Classroom seating arrangement, Student perceptions, Qualitative action research, Junior high school, Class discussions, Participatory methods, Think-aloud protocols, Reflective journals, Fishing community, educational equity, Spatial dynamics, Collaborative learning, Rural education, Student engagement, Inclusive pedagogy
LEVEL OF UNDERSTANDING SIMPLE INSTRUCTION AND ACADEMIC PERFORMANCE IN ENGLISH 102
This descriptive research was conducted to determine the level of understanding of simple instructions and academic performance in English 102 among the 82 third-year BSIT students majoring in automotive technology and electrical technology students of Northern Iloilo Polytechnic State College. The identified respondents were distributed to the different categories as follows: the entire group, were 82 students, 41 Electrical technology students, and 41 automotive technology students. This study used the instrument based on the subjects’ manual that was subjected to validation to determine the level of understanding of simple instructions. The instruments undergo content validity and reliability testing with a Cronbach’s Alpha coefficient of 0.756 reliability. The statistical tools used were frequency counts and percentages, means, t-test, and Pearson’s r. The result of the study showed that the level of understanding simple instructions of third-year BSIT students when taken as a whole was very good. The academic performance of the third-year BSIT students when taken as a whole was fair, and when classified as to field of specialization, the electrical technology was fair, while the Automotive technology was good. There was a significant difference in the level of understanding simple instructions when classified by field of specialization. There was a significant difference in the academic performance of third-year BSIT students in English 102 when classified according to field of specialization. There was no significant relationship between the level of understanding simple instructions and the academic performance in English 102 of the third year BSIT students. A significant difference was noted in the level of understanding of simple instructions when classified according to the field of specialization. It can be concluded that the Academic Performance in English 102 of the third year BSIT-ET and AT was not affected by the level of understanding simple instructions.
Placido Del Mundo Elementary School: A Leading Institution in Science and Journalism Excellence
Located in Barangay Talipapa, Quezon City, Placido Del Mundo Elementary School is recognized for its outstanding academic and journalism achievements. In the past three years, the school has demonstrated strong performance in Science High School entrance examinations and has received national awards in campus journalism. Science High School Entrance Test Passers Placido Del Mundo Elementary School is renowned for preparing students to qualify for Science High Schools, thereby establishing a strong reputation for academic excellence. • SY 2024–2025: 1 passer to Philippine Science High School Main Campus, 16 to Quezon City Science High School, 6 to Caloocan National Science and Technology High School, 15 to Caloocan City Science High School, with additional passers to Malabon and Navotas Science High Schools. SY 2023–2024: 5 passers to Philippine Science High School, 19 to Quezon City Science High School, 15 to Manila Science High School, 22 to Caloocan City Science High School, and 15 to Caloocan National Science and Technology High School. SY 2022–2023: 11 passers to Caloocan City Science High School, 14 to Quezon City Science High School, 32 to Caloocan National Science and Technology High School, with additional passers to Manila Science High School. These outcomes demonstrate the school's effective preparation and support systems, which enable students to succeed in competitive entrance examinations. Journalism Achievements Placido Del Mundo Elementary School also excels in campus journalism. Its official publications, The Paradigm (English) and Panulat ni Juan (Filipino), have achieved national recognition. NSPC 2024–2025 (Vigan City, May 18–23, 2025): The Paradigm won 2nd Best News Page, while Panulat ni Juan secured 4th Best News Page in Filipino. NSPC 2023–2024 (Cebu City, July 8–12, 2024): The Paradigm was awarded 1st Place Best School Paper in the country, 3rd Place Best Feature Section, and 3rd Place Best Editorial Section. Panulat ni Juan earned 2nd Place in the Best Science and Technology Section. The school has consistently dominated district, division, and regional competitions, further cementing its reputation as a perennial winner in journalism. A Dual Legacy Placido Del Mundo Elementary School continues to serve as a model of excellence through its achievements in Science High School entrance examinations and national journalism competitions. These accomplishments reflect the dedication of its teachers and the exceptional abilities of its students in Quezon City.
Career Outcomes of the Graduates of Master of Arts in Education of Tomas Claudio Colleges and its Contribution to Silver Lining Education in the Province of Rizal
This study dealt on the Career Outcomes of the Graduates of Master of Arts in Education of Tomas Claudio Colleges and its contribution to Education in the Province of Rizal. It involved 94 respondents who are purposively selected due to their accessibility, knowledge and experiences which are all related to the study. Questionnaire checklist was used as a research instrument to determine the extent of acquisition to the respondents’ career outcomes with respect to the security of higher position, passing eligibility exam for higher academic position, administrative designation, leadership roles and honors and awards received. Mixed research design was used in the study since both quantitative and qualitative data were secured by the researchers to answer the identified sub-problems. Findings of the study revealed that majority of the MAEd graduate respondents are 30-39 years of age. There are more female than males, a number are holders of teacher III position. Most of them are monitoring officers like ASDS, Principals, Head teachers, Master Teachers, and Department Heads. They have attendance in the regional and national level seminars and trainings, and they are from public schools who are teachers and monitoring officers in the elementary level. It further revealed that the graduate respondents of MAEd program perceived that they gained positive career outcomes as proven by the mean of 3.36 interpreted as Acquired. The most perceived Career outcome is security of higher position. There is no significant difference on the extent of perceived career outcomes of the teacher respondents in terms of age, civil status, academic position, designation, seminars and trainings attended, school assignment and level handled, yet there is significant difference in terms of sex. As to contributions to the province, they mentioned of service as caterers during calamities like typhoons, service in preserving culture and environment, school-community partnerships and resource speakers in programs and projects. For their suggestions, the first three are student-driven suggestions with knowing students’ interest, background and learning style, ensuring system responsiveness and professional growth through workshops, seminars and other academic undertakings and applying culturally responsive teaching by validating students’ culture and encouraging sharing. Based on the findings of the study, the conclusion crafted was most of the elicited profile of the teacher respondents have no bearing on the extent of their career outcomes since many of the experience promotion after finishing their MAEd degree, a number passed the NQESH for principal, and skill test for supervisors and they were also designated as department head, grade teacher leader and coordinators of school projects and programs. The study came up with the following recommendations: Teachers in basic education and in tertiary level may be continuously motivated to push through and finish Master’s program like Master of Educational Management, and may may be encouraged to engage in leadership roles that are not only limited in school level; thus, they may extend services to the community, municipality and provincial level. They may also be encouraged to join different contests, such as research, best teacher contests and others to develop more their confidence and personality.
Ingredients: 3 cups of Unconditional Love 2 cups of Patience 1 heaping cup of Respect 2 tablespoons of Support 1 cup of Shared Laughter 3 teaspoons of Daily Hugs A dash of Honesty Endless sprinkles of Togetherness Instructions: Start with love as your foundation and gently fold in patience. Stir in respect until well combined. Slowly add support and honesty, making sure to mix with care. Sprinkle laughter liberally and never forget the daily hugs. Simmer over time spent together, seasoned with shared memories. Serve warm, every day, with open hearts and listening ears
In rooms where patience gently grows, And learning moves at its own pace, Hands are held, and hearts are known, Each child seen, each child embraced. Letters bend and numbers sway, Lessons change from day to day, Not to fit a narrow mold, But to let each mind unfold. Progress comes in steps so small, A smile, a word, a brave first try, Yet in these moments, quiet and tall, Dreams are learning how to fly. Teachers listen more than speak, Finding strength in what seems weak, Seeing light where others miss, Turning effort into bliss. Special education is not apart, It is inclusion, love, and art— A promise kept, a path made true, Where every child belongs, learns, and shines through.
Division Achievement Test Results: A Basis for A Proposed Enhancement Program for First-Year High School Mathematics
This study aims to assess Mathematics Instruction in five secondary schools in the division of Manila. Results of the study would serve as a basis for a Proposed Enhancement Program for First Year High School Mathematics. A questionnaire was constructed by the researcher and used as the main data gathering in determining the teachers/students’ level in First Year High School Mathematics. The questionnaire was validated by the researcher’s adviser, reader, and statistician and three other experts from each of the following disciplines: Mathematics, Education and Research. Data were presented, analysed, and interpreted with the use of the following statistical tools and techniques: frequency, percentage, mean, standard deviation, weighted mean, Person product-moment correlation coefficients (r) and t-test. The study revealed that: (1) The students’ level of performance in the Division Achievement Test showed that the students did not reach the 75 percent mastery level. This result showed that the students were weak in Mathematics and they did not master most of the required skills in the subject; (2) the strengths and weaknesses of the students in Mathematics revealed that out of 50 items only 5 were mastered, while 45 items were not mastered. This shows that teachers should focus more on the strategies of teaching Mathematics and how they will make their lessons better appreciated by students so that they will produce more significant learning outcomes; (3) the respondents’ appraisal of the teaching of Mathematics, in terms of the extensiveness of classroom management, teacher/ department heads/ principals projected a grand weighted mean of 4.02 with a verbal interpretation of “very effective”. Students and a grand weighted mean of 3.64 which had an interpretation of “very effective”.
Beyond the Blackboard: A Teacher’s Journey in Nurturing English Learners
Teaching is not merely a profession—it is a commitment of the heart, especially when it involves molding young minds to communicate, express, and understand the world through the power of language. As an English 6 teacher, my daily reality is filled with both triumphs and trials. But amidst every challenge lies an opportunity to inspire, to innovate, and to ignite a lifelong love for learning in my students. The Struggles Behind the Smiles One of the recurring challenges I face is the limited vocabulary of many of my learners. Their struggle with unfamiliar words creates a barrier that hinders not just comprehension, but more critically, self-expression. This often results in low confidence in speaking, where fear of grammatical errors overshadows the courage to participate. I've seen bright ideas silenced—not because students don’t think, but because they don’t have the words to say what’s on their minds. Equally challenging is the diverse learning levels within a single classroom. Some pupils are naturally fluent, while others grapple with basic sentence construction. Balancing this diversity requires careful planning, endless patience, and a flexible approach. Maintaining their engagement, especially during grammar drills or long reading passages, is another hurdle. With distractions lurking at every corner—whether from gadgets, social media, or simply restlessness—keeping students attentive is an art in itself. Meeting Challenges with Creativity and Compassion But challenges, no matter how overwhelming, are not roadblocks—they are invitations to innovate. To address vocabulary limitations, I incorporate word games, vocabulary walls, and daily word lists that make learning new words fun and non-intimidating. I strive to normalize mistakes in my classroom and encourage students to speak up without fear of judgment. Each attempt, each stumble, is met with encouragement, because I believe confidence is not taught—it is nurtured. To cope with mixed learning abilities, I design differentiated activities, from visual aids to hands-on tasks, ensuring that each student finds a way to connect with the lesson. My strategies vary from using interactive storytelling to employing group dynamics that foster collaboration. Every lesson is an opportunity to bridge gaps, not just in learning, but in self-belief. Best Practices that Make a Difference My classroom thrives on student-centered learning. Learners are not passive receivers of information—they are active participants. Discussions, collaborative projects, and role-playing activities are staples in my lessons. I believe in the power of integration, where English doesn’t exist in isolation but connects with Science, ESP, or TLE, making lessons more meaningful and practical. Positive reinforcement plays a vital role in shaping behavior and boosting participation. Tokens, stars, and simple praise go a long way in motivating learners. For students who continue to struggle, I carefully weave in the mother tongue during explanations, ensuring no one gets left behind. Innovation also defines my teaching philosophy. I use gamification to turn abstract grammar rules into exciting challenges. Through project-based learning, students create outputs that apply English skills in real-world contexts—be it a short skit, a poster campaign, or a reading log. Small Wins, Big Impact Every step forward is a victory. I take pride in being promoted to Teacher II in September 2024, a recognition of my dedication and service. I also spearheaded a school-based reading project aimed at supporting struggling readers. Through consistent interventions—be it remedial reading sessions, phonics drills, or guided reading groups—I have witnessed non-readers blossom into functional readers. These are the silent victories that keep me going: the once-quiet child who now volunteers to read aloud, the learner who writes their first paragraph without hesitation, the group who completes a project with pride. A Call for Stronger Support As much as we teachers strive to do more with less, we need systemic support. I humbly urge the Department of Education to focus on three key areas: Teacher Workload Management – Minimize excessive clerical tasks so we can focus on what truly matters: teaching and mentoring. Increased Education Budget – Invest more in classrooms, instructional materials, and teacher salaries to create an environment conducive to innovation and learning. Strengthening Early Literacy Programs – Literacy is the foundation of all learning. Prioritize reading programs, especially in the primary grades, to ensure no child is left behind. Final Thoughts Teaching English to Grade 6 learners is not without challenges—but it is a journey filled with purpose. It is a daily commitment to open doors, expand minds, and plant seeds of confidence that will grow long after they leave our classrooms. Because in the end, our job as teachers goes far beyond the blackboard—we are builders of dreams, one word at a time.
IMPLEMENTATION OF THE MATATAG CURRICULUM: BASIS FOR PROGRAM RECOMMENDATION
This study examined the implementation of the MATATAG Curriculum in public elementary schools in the 1st congressional district of Capiz during the school year 2024–2025. It measured the level of implementation in areas such as teachers’ competence, learning delivery, classroom assessment, time allotment, and the medium of instruction, and compared the results based on teachers’ age, sex, educational attainment, years of teaching experience, current position, and type of school. Using a descriptive research design, data were gathered from 310 MATATAG teachers selected through purposive and stratified sampling. Statistical tools such as the mean, standard deviation, t-test, and ANOVA were used to interpret the data. Findings showed that the MATATAG Curriculum was generally “Fully Implemented” across all categories. However, significant differences were observed in classroom assessment based on age and years of teaching experience, and in time allotment based on current position and experience. More experienced teachers and those in higher positions demonstrated stronger performance in these areas. Despite the overall positive results, teachers highlighted the need for more training and support, particularly in handling assessments and managing instructional time effectively. It can be concluded that teachers improved their classroom assessment and time management skills as they gained more teaching experience. In response, the study recommended the development of an intervention program focused on improving classroom assessment practices and time management. It also offered suggestions for policymakers, school leaders, teachers, and future researchers to further strengthen curriculum implementation and ensure the continued success of education reforms under the MATATAG program
Flexible Learning Perspectives of Selected Stakeholders at Tandang Sora National High School as Contextual Inputs in the Development of Learning Action Cells for Grade 9 Science
The notion that the educational system of today uses a variety of shifting techniques, such as the distance learning component using flexible learning scheme, to give students learning continuity throughout their academic careers. The study aimed to determine the opinions of a selected number of stakeholders from a public school in Quezon City regarding the implications of flexible learning as a factor in making science learning action cells for ninth graders. A mixed-method research design was used to gather both numerical and descriptive values from all participants related to the study's topic using validated survey instruments to identify any correlations between respondents' answers. With a reliability score of 0.9, the science 9 learning assessment, stakeholder perspectives on online and modular learning, and group learning situation models using a flexible learning scheme and validation process all showed no discernible differences. By averaging the scores of 4.39, study found that stakeholders' opinions with regards to the use of digital education, self-paced modules, and adaptable learning scheme for science learning assessments strongly agreed on the adaptability of using multimedia learning resources efficiently. The study also showed a significant level of flexibility, with a median data value of 3.91 indicating that science lessons were enhanced by the implementation of flexible learning with parental guidance. Finally, the validation process showed that activities should be tailored to each student's learning style with a high degree of average mean value of 5.00. Planning of programs for each school were highly recommended.
Distance Learning, Multimedia Resources, Modalities, Flexible Learning, Insights
Pragmatic Approach in Teaching Araling Panlipunan 10
Pragmatism represented an approach prioritizing practicality, benefiting educators and students. Educators employed dynamic, project-based learning techniques, focusing on topics relevant to students' daily experiences. However, there was a research gap regarding this approach's impact on teaching Araling Panlipunan 10. To address this gap, a study aimed to create a lesson guide for teaching Araling Panlipunan to grade 10 students, enhancing their knowledge and skills. The objectives included assessing academic performance through pre-tests and post-tests, identifying significant differences, evaluating the pragmatic approach's effect, exploring the experimental group's experiences, and developing a lesson guide. The study used a quasi-experimental method, with descriptive quantitative and qualitative approaches, involving 60 grade 10 students from Pinagbayanan Integrated National High School, divided into control and experimental groups, with the latter receiving pragmatic teaching. Data collection included questionnaires, interviews, and tests, analyzed using statistical tools such as Frequency and Percentage Analysis, Dependent and Independent T-tests, and Thematic Analysis. Findings revealed generally low pre-test scores but significant post-test improvements in the experimental group, indicating the pragmatic approach positively affected students' grades. The experimental group's experiences highlighted the effectiveness of pragmatic teaching in creating an engaging and applicable learning environment despite initial challenges. The contextualized lesson guide outlined objectives, content, outcomes, and student learning, integrating pragmatism into teaching. Recommendations included DEPED integrating pragmatic methods into the Araling Panlipunan curriculum, providing teacher training, allocating resources for interactive tools, encouraging collaborative learning, and using the contextualized lesson guide in classrooms.
Pragmatic Approach, Araling Panlipunan, Academic Test Performance, Effect and Experiences, Control and Experimental Group
The Leadership Challenges for Master Teachers: Innovation, Involvement and Implementation
Elementary master teachers are the key person who helps school leaders in managing the school. They are challenged with different constraints in innovation, involvement and implementation in performing their task. Therefore, they need to continuously grow personally and professionally to become well rounded leaders in sustaining their numerous roles such as being instructional leaders, change agent, curriculum experts, community builders and researchers among others. This study employed quantitative and qualitative research methods. For quantitative study, ranking scale was used to determine the most innovate and utilized by the respondents, and simple statistical treatment using weighted mean, standard deviation and ranking in analyzing the data of master teacher’s involvement. For qualitative study, an open-ended question was used to elicit the answers from the respondents just to encourage meaningful answer using the subject's own knowledge or feelings. The significant statements were coded using the repertory grid to facilitate the cool and warm analysis and find the common themes. The findings revealed that master teachers are encountered varied challenges in performing their task, However, in spite of those challenges they were able to engaged in innovating strategies and materials to meet the needs of the education system. They are also highly involved in varied activities conducted in and out of the school. Therefore, the study yielded instructional leadership framework for master teachers’ is presented whilst, innovations and involvement must be enhanced or sustain through sustainability instructional leadership developmental programs for master teachers.
innovation, involvement, implementation, challenges, leadership
Crafting Success: Enhancing SHS TVL Students' Performance in Food and Beverage Services through Customized Learning Activity Sheets (CLASs) for TESDA's NCII Assessment
The study assesses the effectiveness of customized learning activity sheets for senior high school (SHS) technical-vocational-livelihood (TVL) students in food and beverage services, specifically preparing for the TESDA NCII Assessment. Using a mixed-methods approach, it reveals a significant positive impact on students' knowledge and skills. Statistical analysis indicates a highly significant improvement in post-assessment scores. Qualitative data highlights improved comprehension and heightened confidence. The study emphasizes the potential of customized sheets as valuable tools for enhancing SHS TVL students' performance, offering practical insights for educators and broader implications for TVL programs.
Teachers Awareness and Implementation of Child Protection Policy of Juliano C. Brosas Elementary School: Basis for A Project Proposal
Every institution has a responsibility to defend the rights of every citizen. It is unknown how many instances of child abuse, child labor, exploitation, and mistreatment affect our students both within and outside of school buildings. This study evaluates the school's understanding and application of its child safety policy. To gather information about respondents' awareness of the Child Protection Policy and the extent to which it is being implemented in the educational institution where they work, the researcher employed a descriptive research design that included quantitative data. 46 members of the school's teaching staff are the study's responders. In the study, total enumeration sampling was used. With this method, which is a deliberate sampling strategy, the researcher chooses to look at the entire population that possesses a particular set of traits. The Survey Questionnaire on Awareness and Implementation of the DepEd Child Protection Policy in Schools, created by Macatimpag (2018), was the tool used by the researcher. However, the researcher employed Microsoft Excel software to evaluate the data. The outcome demonstrated that teachers' understanding of its execution and level of awareness was low, and that it was only implemented. The entirety of the kid protection policy was also put into practice. Finally, when creating plans, programs, and initiatives to develop instructors' capacities and raise teaching standards, the school may consider the highlighted features
Comic strip entitled “Damgo Makapabag-o” is a sequence of drawings in boxes that tells us an amusing story about “Knowledge, Attitude, Practices of Public Elementary School Learners on Solid Waste Management”. Nowadays solid waste management is one of the crucial problems worldwide due to the increasing volume and complexity of waste associated with the modern economy posing a serious risk to ecosystem and human health. Even in schools, neglecting of proper waste segregation and poor solid waste management is evident. As an educator we can innovate several learning activities and materials suited to learners that they may use to value the importance of solid waste management in our daily lives. This Comic strip has been developed, to encourage the learners enhance and progress their proper knowledge, attitude and practices in conserving our Mother Nature and school environment from bad habits in solid waste management. Are you happy if you see a clean and green environment? The key is in your hand. Do you want to be like Miko and Mika in the comic strip? Value the proper waste segregation and disposal. The essential of 3Rs, Reuse, Reduce and Recycle, it’s an efficient way to save the earth and our lives because in nature nothing is wasted.
Education is a basic human right. However, this is not true for ALL people, as many LSENs or learners with special educational needs still struggle to access quality education that they deserve. In the Philippines, acquiring access to quality education is still an uphill climb for LSENs. Despite having laws, such as Republic Act 7277 (Magna Carta for Disabled Persons of 1992) and Republic Act 11650 (Inclusive Education Act of 2022), which are aimed to ensure that LSENs receive appropriate, accessible, and inclusive education, various challenges persist. One of the main barriers is the limited infrastructure and resources. Only a few public schools have SPED centers, which limits access to specialized support and services for LSENs. Schools lack teaching materials tailored to the needs of learners, assistive devices, and PWD-friendly facilities, such as ramps, elevators, etc., for those with physical or mobility impairment. With a limited number of SPED centers, the proximity of the school to the learner’s residence brings financial burden on families due to transportation costs. Moreover, the scarcity of SPED centers means a limited number of trained special education teachers. In addition, most schools lack trained teachers who can adequately address the diverse needs of LSENs. Because teachers are not equipped with the knowledge and skills essential to support LSENs, learners fail to receive the quality tailored instruction that they need. Furthermore, the biggest obstacle would be poverty and familial attitude. Philippines is a developing country and many LSENs are living in poverty. Sending their child with special educational needs to SPED centers, especially to schools situated far from their residence entails much financial burden. Likewise, the family’s mindset of ableism is the greatest barrier. For some, LSENs pursuing an education is futile and a waste of their time and money since they believe that persons with disabilities and special needs are rarely able to land a job. Equitable and quality education for learners with special educational needs goes far beyond than merely accepting them in schools. The Philippines has still a lot more work to do to address these barriers. A comprehensive approach that requires thorough policy reform, increased investment in resources and training, and overall shift societal and familial attitude require sustained efforts and genuine commitment. Only though this can the Philippines realize its vision to provide every learner, regardless of their abilities, access to meaningful learning opportunities and achieve their full potential.