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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Jay L. Galimpin
Holy Name University
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Teacher Empowerment: Insights on the Enhancement of Teacher Capabilities Leadership Practices and Teacher Empowerment Rex U. Celosia; Maria Liesle A. Dopeno; Jay L. Galimpin
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 2 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.02.09

Abstract

Teacher empowerment is essential to enhance learning outcomes as it directly influences classroom dynamics and educational effectiveness. Thus, this study investigated the teacher empowerment towards enhanced capability among public school teachers in Tagbilaran City and Bohol Divisions for the school year 2023-2024.  It employed mixed method approach, particularly convergent parallel design. In the quantitative strand, the study surveyed 280 administrators and 369 public school teachers. In the qualitative strand, an in-depth interview was conducted to ten (10) participants.  Results revealed that school heads had a more positive view of teacher empowerment than the teachers themselves, a difference confirmed by statistical analysis. Both groups rated professional growth and self-efficacy domains favourably, but teachers saw their decision-making power as moderate. Factors like leadership, trust, support, and collaboration enhanced empowerment, while micromanagement, limited autonomy, and poor communication hindered it. The study revealed a gap in how the two groups viewed decision-making processes, likely influenced by collaborative program development and tensions around teacher independence within curriculum guidelines. High professional growth ratings aligned with teachers' focus on reflection and effective strategies. Interestingly, qualitative data highlighting teacher collaboration and innovation suggests why teachers may have rated their overall impact lower than school heads did. Recommendations were given to enhance teachers’ empowerment.
AI-Assisted Research Mentoring in Graduate Thesis Writing: A Reflective Inquiry on the Use of ChatGPT Jay L. Galimpin
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 8 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.08.06

Abstract

This reflective inquiry examined how ChatGPT facilitated the author’s graduate thesis-writing journey as an AI-assisted mentor, co-thinking partner, and writing support tool. Anchored on a scholarly reflective inquiry design, the article drew from the researcher’s lived experience in developing a thesis on theory-based metacognitive instructional design in mathematics education. Reflective data were gathered from the researcher’s thesis-writing experiences, AI-assisted interactions, manuscript revisions, defense preparation, and personal realizations throughout the research process. Thematic reflective analysis showed that ChatGPT supported conceptual clarification, methodological organization, scholarly writing, results alignment, and defense preparation. More importantly, AI interaction prompted the researcher to monitor understanding, regulate revisions, question uncertain outputs, and evaluate suggestions against theoretical, methodological, and scholarly evidence. However, the inquiry also emphasized that ChatGPT remained a fallible tool requiring source verification, numerical checking, human revision, adviser guidance, and researcher accountability. The study concludes that ChatGPT may serve as a meaningful AI-assisted research mentor when used critically, transparently, and ethically. Its strongest contribution lies not in replacing scholarly work, but in helping the researcher think more clearly, write more coherently, and develop greater confidence in the research process.
A Teacher Empowerment Framework for Enhancing Professional Capability: Evidence from a Mixed-Methods Study   Rex U. Celosia; Maria Liesle A. Dopeno; Jay L. Galimpin
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 8 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.08.08

Abstract

Teacher empowerment remains a critical concern in public education because it influences teachers’ professional agency, participation in school improvement, instructional effectiveness, and capacity to contribute meaningfully to educational change. Building from a previously conducted mixed-method investigation on teacher empowerment among public school teachers and school heads in Tagbilaran City and Bohol Divisions, this article presents the development of a research-based teacher empowerment framework. The empirical foundation of the framework was drawn from quantitative findings involving school administrators and teachers, as well as qualitative insights from selected participants. The original study revealed that school heads perceived teacher empowerment more favorably than teachers themselves, particularly in the domains of decision-making and impact. While professional growth and self-efficacy were rated highly by both groups, teachers reported more moderate levels of empowerment in decision-making. Qualitative findings further identified inclusive leadership, trust, role assignment, support, collaboration, and communication as enabling conditions, while micromanagement, limited autonomy, restrictive decision-making, insufficient engagement, and lack of transparency served as hindering factors. Based on these findings, the proposed framework highlights five key areas: decision-making autonomy, professional development access, trust and recognition, collaborative leadership, and empowerment in practice. The framework offers practical guidance for school heads, teachers, and education supervisors in designing school-level mechanisms that strengthen teacher participation, professional agency, and shared accountability. The article contributes to educational management literature by translating mixed-method findings into an actionable framework for teacher empowerment in public school contexts.
Conversations in Social Distancing: Breakdown and Repair Niño Rey Otara; Ethel S. Doria; Jay L. Galimpin
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 8 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.08.09

Abstract

This study aimed to know the conversational breakdown during the pandemic in the context of social distancing, how it is repaired and what are the barriers that cause the communication breakdown. This is a qualitative research design through the phenomenology approach. This is conducted through extensive focusing and observation of the researchers on the lived communication processes during the pandemic. The study was conducted in the respective barangays, namely: Abihilan of Candijay, Guinacot and Mayuga of Guindulman, Botoc Oriental of Loay, and Hinlayagan Ilaud of Trinidad in the Province of Bohol. The result of the study shows that communication breakdown in instances where there are gatherings, business transactions, and interpersonal conversations. The interlocutor finds ways to repair the breakdown, like repeating their response, modifying their answers by adding and subtracting words or phrases, and recasting. These repair strategies can be done through verbal and non-verbal responses. Based on the findings and conclusions drawn, the researchers were able to make recommendations such as: suggest vendors to put pricelist or any visual attractive communication of the goods that they sell, propose to the Sangguniang Barangay plans for accessibility guidelines like acoustic or visual accessibility guidelines in the public offices or in any of the public spaces, modify the use of hand signals as an awareness disasters and calamities and safety purposes and lastly, future researchers may look at other scenarios where breakdown usually happens and find out strategies of repair in the context of during and post pandemic, election campaign period, 
Co-Authors Ethel S. Doria Maria Liesle A. Dopeno Niño Rey Otara Rex U. Celosia