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This Author published in this journals
All Journal Journal of English as a Foreign Language Teaching and Research (JEFLTR) Advanced Journal of STEM Education (AJOSED) People and Behavior Analysis (PBA) Education Policy and Development (EPD) Journal of Elementary and Secondary School (JESS)
Karen A. Manaig
Laguna State Polytechnic University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : People and Behavior Analysis (PBA)

 1 
Lived Experiences of School Heads During Post-Pandemic: Building Resilience and Navigating Schools to Recovery Amidst Disruptive Times Jermaine D. Alonzo; Alberto D. Yazon; Karen A. Manaig; Lerma P. Buenvinida; Marcial M. Bandoy
People and Behavior Analysis Vol. 2 No. 2 (2024): May - September Volume
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/pba.v2i2.2669

Abstract

Crisis management practices among school leaders are critical for effective emergency response and resilience. Crisis management studies are essential because unanticipated crises, such as health concerns and calamities, disrupt the learning process. This phenomenological research explores the lived experiences of school heads during the post-pandemic period when they built resilience and navigated their schools back to recovery. Adapting to changing circumstances, finding effective ways to bridge learning gaps and promoting staff and learner well-being are the major challenges facing school heads after pandemic. Real-life situations are further explored through this research to aid in crisis management. This study is crucial because it aids organizations in their effective planning, rapid response, and recovery from unexpected crises. Eight school heads from the Philippines were selected as participants. The researcher utilized a validated questionnaire to gather data on various school management strategies before and after the pandemic. The post-pandemic posed challenges, needs, and opportunities due to protocols, settings, and requirements while incorporating resilience strategies and implementing proactive school recovery approaches. The ANCHOR model was developed as a crisis management framework based on the findings and observations. This process consists of five stages: acclimatization, necessity appraisal, counter-response and handling, opportune resilience strategies application, and recovery and restructuring. It can be applied by organizations to manage crises and recover, emphasizing crisis management skills to improve organizational performance. The model can aid school heads in making informed decisions and navigate institutions to recovery. Finally, this research encapsulates that crisis management skills are essential to organizational performance, particularly in academic institutions.
Emotional Intelligence and Teacher Productivity and Performance in Public Elementary Schools: An Input for a School-Based Intervention Program Haide J. Galang; Alberto D. Yazon; Marcial Bandoy; Lerma P. Buenvenida; Karen A. Manaig
People and Behavior Analysis Vol. 2 No. 2 (2024): May - September Volume
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/pba.v2i2.2670

Abstract

Emotional intelligence (EI) is crucial to every individual's well-being. It is a significant factor in establishing positive relationships, especially in the post-pandemic era. Teachers play vital roles in education as they are the front liners who directly interact with learners, parents, and stakeholders. Therefore, they should have a strong EI to employ constructive approaches in managing their school environment. Therefore, educational leaders and school administrators must recognize how personal challenges impact teachers' emotional intelligence, particularly during the pandemic, by establishing reliable support mechanisms that foster a positive learning atmosphere. These resources can help teachers manage personal issues and empower them to support their students effectively.  The study analyzed the impact of Emotional Intelligence on teachers’ productivity and performance as input for a school-based intervention program. This descriptive research utilized a quantitative correlation approach. A simple random sampling technique was employed to determine the population sample size. The questionnaire was sent to 655 target respondents from two sub-offices of the Division of Laguna, Department of Education, Philippines, through two methods: via a Google link or using paper and pen, with the permission of their school heads. The questionnaire was sent to the target participants in two ways: through a Google link or through paper-and-pen with the permission of the participants’ school heads. The results revealed that the respondents demonstrated high emotional intelligence but average stress management. On the other hand, they were both at high levels in terms of productivity and performance. The relationship between emotional intelligence and teachers’ productivity exhibited moderate correlations, while there was a strong correlation between Emotional Intelligence and Teaching Performance. Finally, some demographic factors influenced the relationship between emotional intelligence (EI) and Teaching Performance. Most school interventions focus on skill development, curriculum development, teaching methodologies, or student support systems, and Emotional Intelligence is often neglected. Providing emotional support to teachers is important for recognizing how their emotional states impact their effectiveness and the learning environment. This support can help to continually enhance productivity and performance, leading to better learning outcomes.
Co-Authors Adelita D. Castillo Alberto D. Yazon Ariane Pearl P. Medel Chester Alexis C. Buama Cristopher F. Mendoza Glen P. Cortezano Haide J. Galang Jermaine D. Alonzo John Frederick B. Tesoro John Frederick B. Tessoro Lerma P. Buenvenida Lerma P. Buenvinida Manilyn M. Galarosa Marcial Bandoy Marcial M. Bandoy Monique E. Malabayabas Ofelia Maningas Rolando Maningas Sherwin B. Sapin Ushas Richel R. Rino