Schools' stakeholders are the most affected during this time of the pandemic. They are mostly the ones at a loss and are the ones sacrificing, may it be either academically, financially, or both. The different gathered data aimed to provide clarity on the issues and provide propositions on how to conduct the schools' organic functions, possibly during and after the pandemic. In this study, a total of 220 participants came from 44 different schools. The study employed a concurrent-triangulation research design in which an online survey was sent to the participants. Also, teachers coming from international schools and schools outside the Philippines were contacted to have them share their experiences in regards to how their schools handle the situation. Lastly, document analysis was also utilized as a data-gathering procedure.

The outbreak of COVID-19 pandemic as a massive global concern has brought unprecedented challenges in different sectors of the world. One of it is education which posed as one of the most vulnerable sectors significantly impacted by it. This phenomenon changed the mode of instructional delivery and the viewpoint of education stakeholders on the kind of learning continuity applicable to the learners amidst the looming uncertainty brought about by the health crisis. Using phenomenology, this study explored the voices of public Science school teachers regarding their instructional dilemmas to adapt in the demands of the new normal teaching and learning. Findings uncovered seven emerging emotional themes capped as HOPEFUL: Hard-working and dedicated; Optimistic amidst uncertainty; Problematic yet reflective; Evenhandedness in responsibilities; Frightened but ready; Undisruptive desire to reach; and Lifelong learner. Despite the evident uncertainties of the situation, this paper describes the experiences of the Science teachers in their response to their mission of shaping today's generation towards undisruptive education.

COVID-19 pandemic has resulted drastic changes in education. Part of it is the shift from face-to-face classes to different learning modalities which include distance learning. Since education is believed to continue despite the circumstances, teachers started to prepare for modular and online distance learning. Teaching is possible, but, has challenges as well. Hence, this phenomenological research explored the lived experiences of secondary teachers in the Division of San Pablo City in the pre-implementation of distance learning in the new normal. The participants were selected through purposive sampling and underwent one-on-one actual in-depth interview through video conference. The documented interviews were transcribed and coded. Categories were clustered; then, emerging themes were derived. Results identified three core themes related to preparation such as gathering resources and establishing practices, profiling learners, and capacity building for continuous learning and development; three core themes related to challenges such as complexity of assessment, difficulty in instructional delivery and digital divide; and five core themes related to coping mechanisms which include positive well-being, time management, openness to change, peer mentoring, and collaboration. Findings revealed that as education migrates to a New Normal, teachers make necessary preparations to equip themselves with distance learning. Though they face challenges which may hamper their work, they still manage to cope with the new normal to continue their tasks. The higher offices and school authorities should work with teachers at the pre-implementation of distance learning to address their needs in resources and training to effectively facilitate the delivery of quality education for students.

Organizational culture and leadership competencies are rarely discussed topics in public organizations. However, by shifting the focus to these two, public organizations are given a leeway to arrive at a holistic view of their entity. CALABARZON PESOs, a public organization, had been encountering the same challenge of addressing unemployment and underemployment. Their performance, on a monthly basis, is fluctuating. This study then sought to improve and stabilize that by determining the relationship between organizational culture and leadership competencies, and the organizational performance of CALABARZON PESOs. This descriptive-correlational study was limited to institutionalized City PESOs and utilized survey questionnaire and focus-group discussion among 15 PESO managers and 100 PESO staff. Using independent t-test and multiple regression analysis, the researcher arrived at the following significant findings: that CALABARZON PESOs have a very strong organizational culture; that CALABARZON PESO managers have above average to excellent leadership competencies, and; that CALABARZON PESOs extraordinarily exceeded the performance standards and expectations. Furthermore, PESO managers and staff have a uniformed perception of their organizational culture and the leadership competency of their PESO managers. Also, there was a significant relationship, at 0.05 level of significance, between organizational culture and organizational performance in terms of efficiency. Among the former's five sub-dimensions, it was only employee-participation that maintained a significant relationship. There was also a significant relationship, at 0.05 level of significance, between leadership competency, taken only as whole, and organizational performance. Considering the said results, this paper had come out with a supplemental manual for a value-added PESO.

Changing school culture requires building professional learning communities that aim to improve and empower teacher's competence, complete well-being, and impact on student learning. This qualitative, descriptive phenomenological study was conducted to determine the purposes, expectations, challenges, and learning and sharing experiences of teachers educating indigenous learners of Mindoro, Philippines. Data were obtained from pre-structured interview of faculty handling multi-grade levels of IP learners delivered essences and emerged themes. Study indicates that teachers' main goal is to transfer understanding and make a difference, they strongly affirmed to deliver significant influence among learners. Meanwhile, learners divergent behavior and learning styles were amongst shared challenges that steered faculty to become progressivists implementing learner-centered approaches. Teachers best realization posited that teaching is a never-ending commitment and education must be inclusive. Based on these results, improving various sources of learning, providing a holistic program for teachers and strengthening the implementation of inclusive education reforms are recommended.

This paper aims at presenting online class and its psychological impact relating to satisfaction on University students in Bangladesh during COVID-19 pandemic. A non-experimental survey was conducted using 5-point Likert Scale. Questionnaire was given to the students via internet and 382 students participated the survey. Linear regression analysis and one sample statistics analysis were performed to estimate the students' satisfaction towards online class and its psychological impact on university students in Bangladesh via SPSS version 25. This study revealed some challenges of the students in their online classes due to COVID-19. Results found that that 59.68 percent students are dissatisfied with online classes because of poor internet connection and load-shading. The level of satisfaction from online classes among the students is low and the students do not think that they are getting proper education. Most of the students are suffering from stress, depression, and anxiety and therefore they may struggle for jobs in the future as the job market is getting shrunk due to COVID-19 pandemic. Henceforth, the findings of the study might be useful for the planners and policy makers who are thinking to attain quality online education in Bangladesh.

Most of the world's non-English language teachers speak English as a second or third language rather than as their first language. For many, their level of proficiency in English may not reach established by their school heads, colleagues, and students, raising the issue that is the focus of this research. Using the descriptive method of research, the researcher determined the perception of school heads, teachers, and students on the English proficiency level of teachers in terms of academic language and language comprehension. This also determined the level of performance of students in English core subjects, thus, the subject teachers could be encouraged to strive to become better educator to provide a venue for students to continuously dream of becoming better learners. The statistical formulas used for treating the data obtained were Frequency Count, Percentage, T Test of Difference between Unequal Samples, Weighted Mean, Kruskal-Wallis Test of Change, and Pearson R Product-Moment Correlation. The findings showed that the level of English proficiency of teachers and the students' performance on academic language and language comprehension were very satisfactory. Moreover, the findings showed that there was a significant relationship that exists between the English proficiency Level of teachers and the students' performance based on the components considered in the study. With this, a training design to enhance the level of English proficiency of teachers was proposed.

Teachers are known to be versatile. They are equipped with different knowledge and skills for them to be prepared in handling the diversity of learners. It is a fact that each day, they are faced with this challenge as each learner is noted to be unique. Thus, they have different ways of how they should be taught in school. One of the challenges being encountered by educators is on maximizing students' comprehension, especially on literature subjects. Therefore, different approaches have been proposed to accommodate the needs of every learner when it comes to studying literature. This study aimed to analyze the process of teaching and learning of literature among senior high school teachers based on the K to 12 Curriculum for the English subject. Specifically, it sought to find out the teaching learning activities being conducted by the four senior high school literature teachers. It also looked into the teaching approaches mostly preferred by the four senior high school literature teachers. As an offshoot of this study, an instructional module for literature was designed. The study utilized both quantitative and qualitative methodologies. The questionnaire, classroom observation, and interview schedule were used to answer the research questions. This study was limited to the approaches in teaching literature employed by selected senior high school teachers who were handling literature subjects in senior high school in the second district of Ubay, Bohol. The aforementioned findings led the researcher to conclude that the ultimate goal in learning literature is to let the students appreciate its content by using a variety of approaches gleaned from the teaching techniques used by the teachers. Thus, an instructional module was designed to enhance learning by applying the different approaches in teaching literature. This book will serve as a guide to Senior High School literature teachers for them to use varied approaches in teaching the subject for the enhancement of learning. It is recommended that a variety of strategies may be used by teachers in teaching literature to develop not only the cognitive but also the affective and psychomotor domains.

Knowing that education has been inaccessible and ineffective to some students in the Philippines, it is crucial to know the efficacy and success of the new learning setup during this time of the pandemic to assess if these new modalities are beneficial to the students or not. This paper reviewed and studied the various perceptions and lived experiences of selected students in a private university in Manila regarding online classes amidst the pandemic. Using a phenomenological approach, the researchers gathered data by interviewing 15 students who are attending online classes. Findings and results were drawn on the themes created by the researchers. It can be seen that majority of the students find online classes ineffective and only cater the privileged. Furthermore, lessons and discussions are difficult to digest using the current mode of learning. These findings signify a need to improve the mode of learning in order to provide a quality and effective education to students despite the current crisis faced by the country. Keywords: distance learning, online learning, online classes

ABSTRACT Quality education considered as a crucial factor to produce a competent professional to build a strong nation and to bring out the best way to get along with global competition. Thus, this study aimed to determine the current practices in using Web 2.0 tools in 15 selected Higher Education Institutions in CALABARZON, Philippines concerning communication and collaboration, creativity and innovation, and instructional design. It also considered its level of acceptability for classroom instruction as assessed by administrators, teachers, and students. The level of seriousness of the problems met in the integration relative to teachers’ preparation, curriculum content and administrative support were also evaluated. The research design was descriptive survey method with the use of a researcher-constructed questionnaire as the data gathering instrument. The method and instrument employed were deemed appropriate to determine the viability of providing the students with an alternative delivery of learning through Web 2.0 tools for instruction. Weighted mean, T-test and Probability values, Percentage and Standard Deviation were the statistical tools used to test the hypothesis posited in this study. The hypothesis tested the significant differences between two groups of respondents regarding the extent of use of Web 2.0 tools in classroom instruction. Results revealed that to a very great extent, integration of Web 2.0 tools in the classroom promotes learner to interact, build a learning community and promotes student active participation in the classroom and increases student’s productivity. Based on the findings and conclusions, the researcher developed an offline game-based interactive instructional material that supports instruction and collaboration and could be used to enhance students’ critical thinking and problem-solving skills to achieve better learning outcomes. Keywords: Web 2.0 tools, 21st Century students, Communication and Collaboration, Descriptive method, Higher Education, Philippines