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p-Index From 2020 - 2025
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This Author published in this journals
All Journal International Journal of Emerging Issues in Early Childhood Education (IJEIECE) International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE)
Genesis Balongkit Naparan
Saint Columban College - Pagadian City, Philippines
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Assessment of Conventional Counseling Technique: Basis For Scripture-Based Counseling Genesis Balongkit Naparan
International Journal of Emerging Issues in Early Childhood Education Vol. 2 No. 2 (2020): November Volume
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (206.043 KB) | DOI: 10.31098/ijeiece.v2i2.400

Abstract

This research evaluated the process of conventional counseling techniques in one of the private higher educational institutions to improve its counseling services. This research also aimed at inviting more college students to submit themselves to the counseling process. This study employed a qualitative case study design of Yin (2014) using 32 research participants as key informants: 30 counselees and two guidance counselors. The evaluation of conventional counseling is based on Pal's (2011) seven stages in the counseling process: readiness, reception, reconnaissance, examination, interpretation, application, and review. Based on the findings, most of the students who entered the guidance office were not ready for the counseling process. However, the clienteles had a good impression of the counselors that leads to empowerment. Therefore, one way to enhance the practice of conventional counseling in schools is through the utilization of scripture-based counseling.
Challenges and Coping Strategies of Multi-Grade Teachers Genesis Balongkit Naparan; Ivy Leigh P. Castañeda, MaEd
International Journal of Theory and Application in Elementary and Secondary School Education Vol. 3 No. 1 (2021): April
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ijtaese.v3i1.510

Abstract

Multigrade classes in the Philippines are usually present in Elementary schools in remote areas where few students are in one-year level. Thus, teachers then handle multiple grade levels at a time. This study investigated the challenges and Coping strategies of Multigrade teachers in the western part of the Philippines. The researchers employed a Transcendental phenomenological method in this study. They gathered the data through one-to-one interviews of multigrade teachers who have been teaching for at least three years. Following the data analysis of Kleiman (2004), the results revealed that there were intrinsic, extrinsic, and system challenges experienced by these teachers. These challenges involved unpreparedness in teaching multigrade, low multigrade allowances, the experience of stress, language barrier, classroom management struggles, lack of resources, danger in going to stations, workload, absenteeism, lack of stakeholders’ support, and lack of trainings. However, they showed positivity in their work and applied the right coping strategies to lessen their burden. Among these coping strategies were praying, using the web, having time management, self-conditioning, developing plans, and doing research. The participants believed that handling Multigrade classes requires time, effort, and balance. Through these experiences, teachers learned to adjust and cope with the challenges they were facing. Thus, they became better educators.
Co-Authors Ivy Leigh P. Castañeda, MaEd