This study assessed the relationship between teachers‟ development needs, core behavioral competence, instructional performances, to students‟ academic achievements. Teachers expressed an extreme need for professional development across several key domains of content knowledge and pedagogy, learning environment, in the diversity of learner‟s domain, along curriculum and planning, assessment and reporting, community linkages and professional engagement domain, and in personal growth and professional development. The teachers generally exhibit a high level of behavioral competence across various domains of self-management, professionalism and ethics, results focus, teamwork, service orientation, and innovation., with an overall rating categorized as „excellent‟. The majority of teachers achieved an “outstanding” rating in their Individual Performance Commitment and Review (IPCR) scores for the school year 2023–2024, while the students achieved an average academic performance of Very Satisfactory. The study found that only the teacher‟s number of years in the teaching service significantly influenced professional development needs. Behavioral competence varied significantly along teachers‟ field of specialization. The variables age, number of years in teaching, and highest educational attainment were found to significantly influence instructional performance. Two significant associations were found in the relationship between teachers‟ profiles and professional development needs. Teachers with higher educational attainment and those teaching specific subjects identified more targeted professional needs. Behavioral competence and instructional performance showed no significant correlations with profile variables, and no significant relationships were found between teacher profiles and students' academic performance.
Keywords: Professional Development Needs, Core Behavioral Competence Instructional Performance, Students‟ Academic Achievement, Flora, Apayao District

This study investigated the level of innovative educational management practices employed by school heads, the challenges they encountered, and the strategic initiatives they adopted to enhance school effectiveness. The investigation included the perspectives of the teachers, and the school heads themselves.Modified and validated survey questionnaires were used to gather data from the 29 school heads and 197 teachers in national high schools, technical-vocational high schools, integrated schools and science high school in Laoag City, Ilocos Norte, Philippines. Descriptive statistics, as well as inferential statistics were used to treat the data gathered. It was found out that the school heads consistently rated themselves higher than teachers on the innovative management practices as well as on the strategic initiatives along administrative, technological, and pedagogical initiatives.There is a notable disparity in the perceptions of school heads and teachers on the challenges. This gap in perception stems from theirroles and exposure to the practical application of policies and innovations within the classroom setting. The association between the level of management practices and the extent of challenges highlighted nuanced relationships. While innovation correlated strongly with sustainability and crisis preparedness challenges for school heads, there was also a significant positive association between technological integration challenges and teachers, emphasizing that technology remains both an opportunity and a barrier in contemporary educational settings.Finally, it is concluded that the better the management practices of the heads are, the more strategic initiatives that they adopt.
Keywords: challenges, Laoag City, Ilocos Norte, management practices, school heads, strategic initiatives

In the context of integration and sustainable development, university social responsibility (USR) is playing an increasingly important role for universities in Vietnam. The article analyzes the current status of USR implementation through four levels of responsibility according to Carroll's Pyramid model (1991), including: economic, legal, ethical and humanitarian. The results show that some schools have made positive changes in financial autonomy, compliance with the law and implementation of community activities. However, most training institutions have not yet developed a clear USR strategy, and lack effective evaluation, coordination and communication mechanisms. Social responsibility activities are mainly short-term, movement-based, and have not been deeply integrated into training programs, research and sustainable development. The article also proposes recommendations such as: developing a long-term CSR strategy; integrating social responsibility content into courses and research; strengthening cooperation with businesses and localities; promote communication and digital transformation to serve the community. Thereby, universities not only perform well in their educational role but also become a force promoting more comprehensive and sustainable social development in the new era.
Keywords: social responsibility, higher education, sustainable development.

The aim of this literature review article is to analyze and discuss the influence of training volume on injury prevention and performance in runners, exploring the scientific evidence on how volume manipulation can optimize results and reduce injury risks. The central research question is: what is the relationship between training volume and injury prevention, as well as the impact on runners' performance? This study investigates different approaches found in the literature on how adjustments in training volume can contribute to an effective balance between athletic performance and health in runners. Several studies suggest that a well-calibrated training volume can not only improve performance, but also act as a preventive strategy to avoid injuries, reinforcing the importance of a personalized and data-driven approach to training programming.
Keywords: Training Volume, Injury Prevention, Performance, Running, Athletes, Health, Training Optimization.

This study aimed to determine the effectiveness of the reciprocal teaching method on reading comprehension of Grade 9 learners guided by Vygotsky's Sociocultural Theory, which emphasizes the importance of social interaction in cognitive development. A sequential explanatory mixed-methods design was utilized. Quantitative data were collected through pretests and post-tests and analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (independent samples t-test). Qualitative data were obtained through interviews and analyzed using thematic analysis. Findings revealed that learners who experienced Reciprocal Teaching Method demonstrated a remarkable improvement in their reading skills, while those taught through traditional methods showed minimal progress. The findings indicate that the Reciprocal Teaching Method is an effective pedagogical strategy for enhancing reading comprehension. It promotes active participation, metacognition skills and learner confidence, supporting academic and emotional growth. These outcomes reinforce the value of interactive, student-centered instruction in line with sociocultural learning theories.
Keywords: Reciprocal teaching method, reading comprehension, grade 9 learners, sociocultural theory

Dyslexia is a specific learning disorder that compromises fluency, accuracy, and organization in reading and writing, and can negatively affect students' academic performance and emotional well-being. This study aimed to evaluate the effectiveness of the Pomodoro Technique in improving the academic performance of students with dyslexia, focusing on time management, reducing cognitive overload, and reinforcing memorization. The research was conducted with two students diagnosed with dyslexia, accompanied by teachers under the guidance of the researchers, and the Pomodoro Technique was applied in 25-minute study cycles, interspersed with short breaks and longer breaks after four cycles. The results revealed significant progress in reading and writing, as well as emotional benefits, such as increased self-confidence and reduced anxiety. The intervention proved to be effective not only in terms of academic performance, but also in developing autonomy and self-esteem, highlighting the relevance of personalized pedagogical strategies for students with learning difficulties.
Keywords: Dyslexia, Pomodoro Technique, time management, learning difficulties, pedagogical intervention.

Technology facilitated pedagogical approaches for lecturers and served as a medium for creating a new way of teaching and learning. Therefore, it is expected that the use of electronic devices through artificial intelligence (AI) can provide expected learning outcomes (Tsui & Tavares, 2021, p. 110). Depending on how it is used, technology is very beneficial within digital media and digital literacy the integration of AI facilitated the teaching and learning process (Keengwe et al., 2008, p. 83).

Reading comprehension is an important skill that greatly affects learners' academic performance. Despite its importance, many learners continue to face persistent challenges in developing effective comprehension skills. This mixed-method, quasi-experimental study investigated Grade 8 students’ perceptions of gamification as an instructional approach to improve reading comprehension. Guided by Deci and Ryan’s theory of self-determination, which highlights the importance of autonomy, competence, and social connectionin fostering internal motivation, the study examined how gamified instruction could enhance learner engagement and comprehension. Participants, selected through a non-random sampling technique, were categorized into experimental and comparisongroupsand evaluated using both initial and follow-up assessments. Quantitative findings were examined using paired and independent t-tests to identify changes within groups and differences across them in reading comprehension performance. At the same time, responses from semi-structured interviews were examined through thematic analysis to gain insight into learners’ experiences. While the statistical results indicated no meaningful difference in scores between the two sets of students, interview responses showed that learners found the gamified lessons stimulating and encouraging. These perceptions suggest that using game elements in instruction may boost learner motivation and involvement, potentially offering long-term benefits that may not be immediately reflected in test scores. The contrast between the quantitative findings and the qualitative perspectives underscores the importance of incorporating learner experiences and viewpoints when evaluating instructional strategies. Further research with extended intervention periods, diverse game-based approaches, and larger sample sizes is recommended to achieve a more comprehensive understanding of how gamifications contribute to literacy development.
Keywords: reading comprehension, gamification, mixed-methods research, self-determination theory, qualitative interviews, quasi-experimental design

Against the backdrop of accelerating technological change and changing industry demands, the definition of “specialized skills” in fashion design education is in urgent need of revisiting. While traditional models in China have long centered on craftsmanship and technical execution, this narrow approach is increasingly mismatched with the multifaceted skills required by today's global fashion industry. This paper explores the conceptual limitations of existing definitions of professional skills in Chinese fashion education and proposes a redefinition based on a four-dimensional framework. The study draws on the strengths of international education and argues that a shift from technology-driven to integration-driven skill development is essential. The study discusses each dimension of the proposed framework in detail, emphasizing its relevance to contemporary fashion practice and pedagogical implementation. The framework not only articulates an evolving professional competency structure, but also provides strategic guidance for curriculum development, pedagogical research. The study concludes by positioning the framework as the basis for ongoing research on practice-oriented teaching models in Chinese fashion design programs, aiming to bridge the gap between creative education and industry realities.
Keywords: fashion design education, professional competencies; curriculum reform, China

This study dealt with the awareness, challenges, and extent of participation of the local suppliers on small value procurement transactions of the Local Government Unit of Calanasan, Apayao in the Cordillera Administrative Region (CAR). The study adopted the descriptive correlation research design with the questionnaire as the main instrument in collecting the needed data. Results reveal that the respondents are mostly small business owners, concentrated in the Poblacion area, with a predominant structure of sole proprietorships. These suppliers primarily offer perishable and non-perishable goods but have limited engagement with government procurement, as many are not registered with PhilGEPSnor compliant with national regulations such as BIR or DTI/SEC. Despite fulfilling local permit requirements, most suppliers are earning less than500,000Php annually and employing a minimal workforce. Further, the findings indicate a significant gap in knowledge regarding procurement processes, as the majority of suppliers scored low on awareness of small value procurement transactions. This lack of awareness is compounded by low participation and several challenges, including complex documentation, limited access to information, and regulatory obstacles, which hinder their participation in government procurement activities. Interestingly, it was found that suppliers with more experience and PhilGEPS registration faced greater challenges in procurement, likely due to the complexities of the bidding process. Furthermore, the study found a strong negative correlation between awareness of procurement processes and the challenges suppliers face, suggesting that increasing awareness could alleviate many of the obstacles encountered.
Keywords: awareness, Bids and Awards Committee, LGU- Calanasan, Apayao, PhilGEPS, small value procurement transactions.

This study examined the perceived effects of sleep as well as the factors influencing sleep quality and patterns and their correlation with academic performance among elementary pupils of Pedro Bunot Central School in Calanasan, Apayao, Philippines. Using questionnaire as the instrument to gather data, it was fount out that sleep patterns and quality in elementary students are determined by various factors, ranging from sleep deficiency and irregular sleep schedules to overall sleep hygiene. Also, it was found out that sleep has a moderate effect on students’ academics as it decreases prior knowledge of students, influences study habits and impacts students’ motivation. The grades 4, 5 and 6 pupils have a satisfactory performance. Employing Pearson-r correlation, it was discovered that there existed a strongly significant positive correlation between sleep factors and academic achievement implyingthat the greater the occurrence of poor sleep quality, unstable sleep habits, and sleep deficiency, the greater the propensity for academic difficulties. This strong correlation testifies to the significance of regular and high-quality sleep in the academic performance of elementary students.Also, the study found that demographic variables are not the only factors affecting how well students sleep or the extent to which it predicts academic success. The research findings endorse the view that quality of sleep is largely determined by psychological and environmental conditions rather than by demographic profiles.
Keywords: academic performance, Calanasan, Apayao, elementary pupils, sleep deficiency, sleep quality and patterns.

This study investigated the extent of parental engagement and its relationship to the academic performance of Grade 6 pupils at Pedro Bunot Central School. Utilizing a descriptive-correlational research design, the study focused on three dimensions of parental involvement: home-based practices, school-based participation, and communication strategies. Data were collected from 40 parent-respondents through structured questionnaires, while academic performance was based on pupils’ general weighted average during the school year 2024-2025. Results showed that parents were "often" involved across all domains, with the highest engagement in reminding children during exams, managing stress, and attending school events. However, lower involvement was observed in providing access to digital learning materials and attending parent workshops. The average academic performance was 85.62, interpreted as ―Very Satisfactory‖. Despite high levels of parental engagement, the results revealed no statistically significant correlation between parental involvement and students' academic performance. Additionally, no significant differences were found when parental engagement was compared across demographic variables under study. These findings suggest that while parental involvement is consistent and culturally embedded, it may influence academic outcomes indirectly rather than directly. The study recommends that schools strengthen digital access, promote flexible parent training workshops, and sustain meaningful school-home partnerships to maximize long-term academic success.
Keywords: academic performance, communication strategies, home-based practices, parental engagement, school-based participation

This qualitative study explored the challenges and opportunities in managing multigrade classrooms in selected elementary schools in Calanasan, Apayao during the school year 2024–2025. Specifically, it aimed to identify the challenges encountered by multigrade teachers in terms of time management, classroom organization, resource allocation, and workload; and examine the opportunities that enhance classroom management through peer-assisted learning, structured routines, contextualized instruction, and stakeholder collaboration. Using a multi-site case study design, the research involved thirteen multigrade teachers from four upland public elementary schools: Don Roque, Naguilian Norte, Assat, and Ferdinand Elementary Schools. Data were gathered through semi-structured interviews, classroom observations, and field notes, and were analyzed thematically following Braun and Clarke’s framework.Findings revealed that multigrade teachers face systemic and interrelated challenges that constrain their ability to manage classrooms effectively. These include compressed instructional time, limited physical space, insufficient materials, and overlapping roles. Despite these, teachers identified opportunities to enhance classroom management, such as integrating cooperative learning strategies, implementing structured daily routines, contextualizing lessons, and leveraging support from parents, school heads, and community partners. The study concludes that effective multigrade classroom management in geographically disadvantaged areas depends on both internal teacher strategies and systemic external support.
Keywords: Calanasan Apayao, classroom management, challenges of multi-grade teachers, multi-grade education, phenomenology

This study aimed to identify the barriers and facilitating agents that influence the inclusion of learners with disability in selected public elementary schoolsin the Lower Calanasan District, Calanasan, Apayao for School Year 2024–2025. Using a quantitative descriptive design, the research gathered data from ten teachers and ten parents of children with disability through validated Likert-scale questionnaires. The study examined three primary aspects of inclusion: common barriers in classroom instruction, social interaction, and school activities; enabling agents such as teaching practices, school support, and learning resources; and the perceived roles of teachers and parents in fostering inclusive education. Results revealed that respondents generally agreed on the presence of barriers to inclusion, with behavior management, and bullying identified as the most critical issues. Teaching practices emerged as the strongest enabler of inclusion. Respondents expressed strong commitment to their roles in inclusion, especially in instructional delivery and emotional support. The inclusive education in Lower Calanasan is widely supported in principle but requires enhanced systemic implementation, greater teacher preparation, and stakeholder collaboration. Intervention activities are expected to strengthen inclusive classroom environments and promote equity for learners with disability in rural public schools.
Keywords: agents of inclusion, barriers to inclusion, Calanasan, Apayao, inclusive education, learners with disability

This study examined the effect of value chain analysis and entrepreneurship development on Agriculture performance in selected farms and firms in the agricultural sector in south- south, Nigeria. The study sought to ascertain the effect of inbound logistics and innovativeness on performance, assess the effect of customer service and proactiveness on growth. The study adopted a survey research design and primary data was mainly used to gather information from the respondents. The target population of one thousand, six hundred and eighty-four (1684) consists of senior and middle level staff of the thirty (30) selected farms and firms in the agricultural sector in south- south, Nigeria. The sample size of three hundred and twenty-four (324) was derived from Taro Yamane formula. In testing the hypotheses of this study, Z-test model and simple regression model were adopted while SPSS Version 22 aided the study. The study indicated that inbound logistic and innovativeness have a significant effect on performance in the Agricultural sector of Nigeria, customer service and proactiveness have a significant effect on growth in the Agricultural sector of Nigeria. Summarily, the study concluded that value chain analysis and entrepreneurship development are significant in boosting the performance of farms and firms in the agricultural sector in the South-South geo-political zone of Nigeria and therefore recommended that management of the selected farms and firms should ensure an accurate flow of logistics information, increase their customer service delivery, service quality, customer satisfaction and customer relationship management, take a strong look to the outbound activities to strengthen the bond between the suppliers and customers.
Keywords: Value Chain analysis, Entrepreneurship Development, Agricultural Performance

As a well-known critic in the seventeenth-century China, Jin Shengtan distinguishes himself through his innovative reading strategies as well as on strong attack on previous hermeneutics practices. This paper compares the same openings of the Act 5 of Book II in the 1498 Hongzhi edition of Wang Shifu‟s Xixiang ji (The Story of the Western Wing) and Jin Shengtan‟s edition, examining the textual changes Jin made therein and the limitation of his commentary. Moreover, this paper associates Jin Shengtan‟s annotated commentary with Grandma Jia‟s commentary of the same scene in Chapter 54 of The Story of the Stone.

Teachers are pivotal in nurturing students into responsible citizens, yet perceptions of organizational injustice among academic staff remain widespread. Although organizational justice has long been studied in management research, its specific dimensions in higher education and their effects on teachers‘ motivation and satisfaction lack an integrated framework. This study therefore delineates eight facets of justice—Justice in income level, distributive procedures, recognition, promotion opportunities, collegial treatment, leadership support, student evaluations, and societal valuation of teaching—and examines their influence on work motivation. Employing a mixed‐methods design, we surveyed 416 faculty across 13 universities in Hanoi (eight public, five private) with a 59‐item questionnaire and conducted in‐depth interviews. Quantitative analysis (KMO, Cronbach‘s α, descriptive statistics, correlation, hierarchical regression) revealed that all justice dimensions correlated positively with motivation, with procedural justice (promotion opportunities) and Justice in income level (income) exerting the strongest effects. Qualitative findings corroborated these results, highlighting justice perceptions as critical drivers of educators‘ commitment, performance, and retention. Demographic variables (gender, rank, university type) also moderated motivation and justice perceptions, suggesting that tailored HR policies could optimize faculty engagement. These insights inform university leaders and policymakers in designing equitable practices to bolster teacher motivation and educational quality.

This literature review explores the effectiveness, limitations, and practical implications of evidence-based interventions for Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD). The review covers a range of interventions including behavioral, developmental, pharmacological, and emerging digital approaches. For ASD, therapies such as Applied Behavior Analysis (ABA), the Early Start Denver Model (ESDM), speech and language therapies, and selective pharmacological treatments are evaluated. For ADHD, behavioral therapy, stimulant and non-stimulant medications, and combined treatment models are discussed. Key challenges such as variability in individual response, accessibility, ethical concerns, and the need for long-term research are highlighted. The review emphasizes the importance of personalized, flexible, and multi-modal intervention strategies to optimize outcomes and support individuals across developmental stages. Future directions include the integration of personalized medicine, culturally responsive practices, and technology-assisted interventions.
Keywords: ASD, ADHD, early intervention, individualized therapy.

Early childhood science education is not merely the transmission of facts, but an inquiry-driven process that nurtures young children‘s innate curiosity and cognitive development. Grounded in constructivist and sociocultural learning theories, this educational approach emphasizes active engagement, hands-on exploration, and social interaction (Piaget, 1952; Vygotsky, 1978). Through activities such as observation, experimentation, and questioning, children begin to make sense of the natural world and construct their own understanding of scientific phenomena. Reflecting on practice reveals the importance of fostering a learning environment that values process over product, encourages wonder, and supports diverse ways of knowing. Furthermore, science learning in early childhood settings can serve as a foundation for critical thinking, problem-solving, and lifelong learning dispositions (Eshach & Fried, 2005). As educators, we must shift from viewing young children as passive recipients of knowledge to recognizing them as capable, competent co-constructors of meaning, guided by intentional teaching and responsive scaffolding. This reflection affirms the need for teacher preparation programs to equip early childhood educators with the pedagogical strategies and scientific literacy necessary to facilitate rich, meaningful science experiences.
Keywords: early childhood educators, early childhood science education, young children

This paper examines the theoretical underpinnings of creativity in early childhood education and critically evaluates the effectiveness of play-based approaches in fostering young children's creative development. Specifically, it investigates three key types of play-based strategies: (1) visual arts activities, (2) music and rhythm games, and (3) dance and movement games. Through an in-depth analysis of these pedagogical practices, the study aims to enhance educators’ understanding of the fundamental role of creativity in early childhood and to explore how developmentally appropriate, play-centered learning experiences can support and nurture children's creative capacities for educational renewal.
Keywords: creativity, educators, learning experiences, play, young children