Divine Word International Journal of Management and Humanities (DWIJMH) (ISSN: 2980-4817)
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139 research outputs found
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Enhancing organizational citizenship behaviors through ethical leadership and empowerment: Educational institution's context
Full text linkThe study aimed to examine the influence of ethical leadership and leadership empowerment on the organizational citizenship behavior of the employees. To deepen the concept of the study, the literature was reviewed. The study used descriptive assessment and a correlational research design. The population of the study was the employees of the Divine Word College of Laoag. Data gathered using research questionnaires and inferential statistics was used to analyze the data. The study found that ethical leadership was high, but leadership empowerment was low, and organizational citizenship was high. However, the correlation analysis found a significant relationship between ethical leadership and organizational citizenship behavior, while no correlation exists between leadership empowerment and organizational citizenship behavior. The study acknowledges its limitations, primarily due to its limited scope and the number of variables examined. It is suggested to conduct further study to include more variables that affect OCB
Alternative strategies and approaches in integrating 21st-century skills into the Matatag classrooms and their challenges
Full text linkThe rapid evolution of the 21st century demands a shift in educational paradigms to equip learners with essential skills beyond traditional memorization. The Revised Matatag Curriculum in the Philippines addresses this need by emphasizing the holistic development of elementary students through 21st-century competencies such as critical thinking, problem-solving, communication, collaboration, and creativity. This study explores teachers’ perspectives at Eulalio F. Siazon Memorial Elementary School on integrating these skills within the curriculum and examines the challenges faced in implementation. Using a phenomenological qualitative design, the research involved 15 elementary teachers, employing structured interviews and thematic analysis to capture authentic experiences. Teachers reported employing strategies such as collaborative learning, technology integration, and project-based learning to foster these competencies. However, significant challenges were noted including limited resources (e.g., devices and internet access), time constraints in an already dense curriculum, insufficient professional development, and varied student readiness, especially for learners with diverse needs. The findings highlight the curriculum’s progressive, student-centered pedagogies aligned with global education trends, promoting foundational skills alongside socio-emotional growth and inclusivity. Yet, the success of the Matatag Curriculum depends greatly on robust administrative support, policy clarity, and comprehensive teacher training to overcome resource and implementation barriers. The study concludes that while the curriculum provides a solid framework for preparing learners for future demands, systemic interventions are necessary to optimize instructional practices and ensure equitable access to quality education.
Keywords: Matatag Curriculum, 21st-century skills, elementary education, teacher perspectives, curriculum integration, collaborative learning, technology integration, project-based learning, educational challenges, inclusive education, Philippines
Navigating through challenges lead to solution: Teachers experience in teaching Filipino subject
Full text linkThis action research aimed to identify and explore the instructional difficulties encountered by teachers in teaching the Filipino subject in rural elementary schools, as well as the interventions needed to address these challenges. The study employed a qualitative approach, gathering data from ten Filipino teachers through structured questionnaires. Findings revealed that teachers face multiple challenges, including insufficient Filipino books and instructional materials, students’ limited understanding of Filipino (language barriers), minimal daily use of the language, diverse learner abilities, and poor or unstable internet connectivity. To overcome these difficulties, teachers emphasized the importance of trainings and seminars, contextualized lessons, parental involvement and home follow-up, ICT and multimedia integration, collaborative learning activities, and organizing language-related school events. The study highlights the need for a holistic approach that combines resource provision, professional development, and community engagement to improve Filipino instruction in rural contexts. The findings underscore that, despite resource limitations, learner-centered strategies and innovative teaching practices can enhance student engagement, language proficiency, and motivation, ultimately contributing to a more effective and meaningful learning environment for Filipino learners
Teaching Mathematics under the Matatag curriculum: Challenges and strategies in the Philippine setting
Full text linkThis study explored the lived experiences of Grade 7 Mathematics teachers in implementing the MATATAG Curriculum at Ilocos Norte National High School. Using a qualitative phenomenological design, data were gathered from twelve (12) teachers through open-ended online questionnaires and analyzed thematically following Creswell’s (2013) framework. Findings revealed three major categories of challenges—emotional, social, and physical-mental. Teachers experienced stress, workload pressure, fatigue, and limited resources while adapting to new instructional expectations and pacing demands. They also faced difficulties in maintaining collaboration and communication among colleagues and parents. Despite these challenges, teachers exhibited strong resilience and professional commitment by employing coping strategies such as effective time management, collaborative lesson planning, contextualized instruction, and maintaining a positive mindset. These strategies reflect their adaptability and creativity in addressing curriculum changes. The study underscores that teacher well-being, continuous professional development, and institutional support are essential factors for successful reform. Strengthening these areas can empower teachers as key agents of change and ensure the effective and sustainable implementation of the MATATAG Curriculum in mathematics education
Assessing the need for supplementary reading materials for the most essential learning competencies in Filipino 6: Philippine education context
Full text linkThis study intended to develop and validate localized supplementary reading materials for the development of reading skills of pupils in Filipino 6.
The study followed the Research and Development (R&D) methodology which started with the conduct of a bibliographical review of related literature and studies and an empirical survey of the competencies in Filipino 6 in the prescribe curriculum which need the preparation of reading materials to the development and validation of the materials and the validation of the level of acceptability of the materials as rated by the Filipino teachers.
The teacher respondents were Filipino teachers from all the private elementary schools in the Schools Divisions of Ilocos Norte, City of Batac and Laoag City.
Descriptive statistics was used to analyze the data gathered. Weighted mean was used to determine the need for Localized Supplementary Reading Materials based on the Most Essential Learning Competencies in Filipino prescribed by the Department of Education. It is also used to interpret the data gathered on the content validity and level of acceptability of the localized supplementary reading materials.
The localized supplementary reading materials intended to develop the reading skills of the grade 6 Filipino learners were content validated by a panel of experts composed of professors, experienced Filipino teachers and education Program Supervisors in the Schools Divisions of Ilocos Norte, City of Batac and Laoag City.
The Localized Supplementary Reading Materials for developing the reading skills of Grade 6 Filipino learners are very highly valid as to its components as rated by the panel of experts and were also found very highly acceptable by the target users. Utilization of the Localized Supplementary Reading Materials should be implemented to test its effectiveness in improving reading skills in Filipino. Monitoring and evaluation of the utilization of the reading exercises may be practiced to ensure effectiveness in developing the reading skills of the learners.
 
Values education teachers’ approaches to student discipline: Striking a balance between authority and compassion
Full text linkThis study explored how Values Education teachers in the Philippines manage student discipline and the challenges they face in balancing authority and compassion. Specifically, it examined the strategies teachers employ, the constraints encountered, and the implications for promoting moral and behavioral development among learners. Using a qualitative descriptive design, data were collected through interviews with ten Values Education teachers, focusing on their lived experiences in maintaining classroom discipline. The findings revealed that teachers predominantly use positive reinforcement, establish clear rules and expectations, maintain consistent routines, and implement fair consequences to promote desirable behavior. However, balancing authority with compassion remains challenging due to factors such as misinterpretation of empathy as leniency, maintaining firmness while showing understanding, emotional and mental fatigue, and external influences from learners and parents. The study highlights the importance of compassionate yet structured discipline in fostering moral responsibility, self-regulation, and respectful teacher-student relationships. These insights contribute to the growing body of knowledge on humane classroom management, emphasizing the integration of empathy and authority in Values Education. Recommendations include professional development programs on reflective and culturally responsive discipline practices, institutional support for teachers’ emotional well-being, and future studies on scalable frameworks that balance moral guidance with effective classroom control
Examining the interconnected dynamics of organizational citizenship behaviour, work ethics and employees’ grit
Full text linkThe study aimed to investigate the impact of organizational citizenship behaviour on the grit and work ethics on the grit. Literature was reviewed to deepen the concept of the study. The study used assessment and correlational research design. The population of the study was all the employees of the Divine Word College of Laoag. The data were gathered using validated research questionnaires and weighted mean and Pearson r correlation were used to analyze the data. The study found that there is no correlation between organizational citizenship behaviour and grit but there is a significant correlation between work ethics and grit. The study recommends further study to include more populations and variables influencing grit
Teaching cursive writing using assistive videos: A model for parents to follow
Full text linkThis study aimed to develop an assistive video for parents in teaching cursive writing to help address the illegibility of learners along with letter formation, letter size proportion and alignment, smoothness or quality, and spacing. It also aimed to determine the competence and challenges of parents in assisting their children in teaching cursive writing which were the bases in the development of the output of the study.
The Research and Development (R&D) methodology employed involved a sample of Grade 3 learners and their parents from Catholic schools in Ilocos Norte. Specifically, 155 Grade 3 learners and 125 Grade 3 parents participated in the study, The output was validated by six panel experts and an additional 10 parents who provided feedback via a
distributed questionnaire. The study utilized three distinct questionnaires to assess the learners' cursive writing legibility, evaluate the parents' competencies and challenges in assisting their children with cursive writing, and determine the material's validity.
Findings showed a significant need for an assistive video to help parents support their children in learning cursive writing. Findings revealed that the video material was rated as Very Highly Valid, demonstrating its effectiveness in enhancing learning outcomes and its overall quality. Recommendations were made for parents to facilitate the adoption, utilization, and further development of the assistive video to maximize its impact on educational practices
Managing work-life balance among elementary school teachers in the era of digital education: Challenges and strategies
Full text linkThis study determined the challenges and strategies of elementary school teachers in rural schools within the Schools Division of Ilocos Sur in managing work-life balance in the era of digital education. Using descriptive phenomenology, the lived experiences of elementary school teachers were explored through online open-ended interview questionnaires. Thematic analysis revealed several key challenges: blurred boundaries between work and personal life, psychological and emotional stress, technological difficulties, and excessive workload. In response, teachers adopted coping strategies such as effective time management, ssetting bboundaries bbetween work and personal life, seeking family support, and practicing self-care and stress management aactivities. The findings underscore the urgent need for policy interventions and institutional support systems that promote sustainable digital teaching practices while safeguarding the holistic welfare of educators
Uncovering the multifaceted challenges and practical strategies in teaching elementary mathematics
Full text linkThis study uncovered the multifaceted challenges and practical strategies employed by elementary teachers in teaching mathematics. Focused on real classroom experiences, it aimed to understand the persistent difficulties encountered in delivering mathematical concepts to young learners, including issues related to student engagement, conceptual understanding, and the availability of instructional resources. Through reflective journal entries guided by open-ended questions, teachers shared insights into the specific struggles they faced—ranging from gaps in prior knowledge to behavioral concerns and curriculum demands. The study also highlighted effective strategies teachers have developed or adopted, such as the use of manipulatives, visual aids, group work, and differentiated instruction to support learning. Findings underscored the importance of context-based, flexible, and learner-centered approaches in addressing diverse student needs in math education. Ultimately, this research offers practical implications for improving mathematics instruction in elementary settings and supports continuous professional growth among educators