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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) Journal of Elementary and Secondary School (JESS) Advanced Qualitative Research (AQR)
John Michael Sasan
PAU Excellencia Global Academy Foundation, Inc.
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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ICT Integration in Primary School Classrooms in the time of Pandemic in the Light of Jean Piaget's Cognitive Development Theory Osias Kit T. Kilag; Renan Ignacio; Evelyn B. Lumando; Geraldine U. Alvez; Cara Frances K. Abendan; Niña Michelle P. Quiñanola; John Michael Sasan
International Journal of Emerging Issues in Early Childhood Education Vol. 4 No. 2 (2022): November Volume
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (769.071 KB) | DOI: 10.31098/ijeiece.v4i2.1170

Abstract

Since the pandemic's impact on the world's educational systems, the use of digital platforms has increased significantly. The authors of this research offer useful teaching strategies that can be applied in the classroom and may be employed in the event of a future pandemic or a return to the more conventional learning and teaching environment. Considering the cognitive development articulated by Jean Piaget and with and uses ICT integration. The study was conducted by the authors using descriptive qualitative research and thematic analysis. The narrative and theme analysis that the authors undertook also enabled them to draw insightful inferences from the study's primary source. The findings show that ICT integration is very successful for both teachers and students when seen in the light of Jean Piaget's theory of cognitive development. Additionally, it was found that the teacher's continual ICT learning is one of the crucial components of an effective and successful teaching and learning process. The implementation of policies in the classroom and the strategic use of technology by students must be considered and explored in a future study.
School Principal Administrative-Supervisory Leadership During the Pandemic: A Phenomenological Qualitative Study Francisca T Uy; John Michael Sasan; Osias Kit Kilag
International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ijtaese.v5i1.1208

Abstract

This qualitative study aims to explore the administrative-supervisory leadership experiences and perspectives of fifteen (15) school principals in the Division of Toledo City, Cebu, DepEd Region VII, during the COVID-19 pandemic crisis. The research utilized a descriptive phenomenological approach, which involved face-to-face semi-structured interviews, observation notes, and documentation. Thematic analysis was employed to analyze the data in six steps, including familiarization, coding, creating themes, reviewing themes, defining and naming themes, and creating a report. The findings of the study revealed that principals faced various challenges during the pandemic crisis, including maintaining the continuity of learning, ensuring the safety of students and teachers, managing resources, and supporting the well-being of school personnel. Despite these challenges, the principals demonstrated strong leadership skills by adapting to the situation, collaborating with stakeholders, and implementing innovative strategies. The study's limitations include a small sample size and a specific geographic location, which limits the generalizability of the findings. This study contributes to the understanding of how school principals experience and navigate leadership during a crisis, particularly in the context of the COVID-19 pandemic. The practical implications of this study suggest that school leaders should prioritize collaboration and adaptability in crisis management, support the well-being of school personnel, and implement innovative strategies to address challenges. The study's novelty lies in its application of a phenomenological approach to explore the subjective experiences of school principals during the COVID-19 pandemic crisis.
Promising Practices for a Better Tomorrow: A Qualitative Study of Successful Practices in Senior High School Education Osias Kit T Kilag; Trinidad P Evangelista; John Michael Sasan; Almari M Librea; Rechelle Mary C Zamora; Shannel B Ymas; Nove Anne P Alestre
Journal of Elementary and Secondary School Vol. 1 No. 1 (2023): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v1i1.1379

Abstract

This qualitative research study aimed to explore and understand successful approaches used in senior high school education. The study included 12 participants, consisting of 6 teachers and 6 students, who were selected based on their experiences and perspectives related to successful approaches in senior high school education. The study utilized semi-structured interviews for data collection and qualitative content analysis for data analysis. The research revealed four main themes: Collaborative Teaching and Learning, Holistic Support for Students, Innovative Teaching and Learning Approaches, and Emphasis on Student Assessment and Evaluation. These findings provide insights into the experiences and perspectives of teachers and students regarding successful approaches in senior high school education. The study underscores the importance of collaborative teaching and learning, providing holistic support for students, incorporating innovative teaching and learning approaches, and emphasizing student assessment and evaluation to achieve success in senior high school education. These findings have implications for policy and practice in senior high school education and contribute to the ongoing discussion on providing quality education for all students. This study highlights the need for continuous efforts to improve senior high school education and emphasizes the importance of considering the perspectives and experiences of teachers and students in these efforts.
Unpacking the Role of Instructional Leadership in Teacher Professional Development Osias Kit T Kilag; John Michael Sasan
Advanced Qualitative Research Vol. 1 No. 1 (2023): Advanced Qualitative Research
Publisher : RSF Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/aqr.v1i1.1380

Abstract

This qualitative study aimed to unpack the role of instructional leadership in teacher professional development. Ten teachers and three coordinators from PAU Excellencia Global Academy Foundation, Inc. participated in the study. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed three main themes. First, instructional leadership practices were found to be critical in promoting teacher learning and development. The participants emphasized the importance of leaders modeling effective teaching practices, providing feedback, and facilitating collaboration and learning opportunities. Second, the study showed that the quality of teacher-administrator relationships was essential in promoting teacher professional growth. The participants highlighted the significance of trust, open communication, and mutual respect in building positive relationships. Lastly, the study revealed that teacher professional development is a continuous and ongoing process that requires sustained support from school leaders. The participants emphasized the need for ongoing professional development opportunities, such as workshops, mentoring, and coaching. These findings have important implications for educational leaders and policy-makers in promoting effective teacher professional development. School leaders should prioritize instructional leadership practices that model effective teaching practices and facilitate collaborative learning opportunities. They should also foster positive teacher-administrator relationships and provide ongoing professional development opportunities to support teachers in their professional growth. By doing so, they can promote a culture of continuous learning and development in their schools, ultimately leading to improved student learning outcomes.
Co-Authors Almari M Librea Cara Frances K. Abendan Evelyn B. Lumando Francisca T Uy Geraldine U. Alvez Niña Michelle P. Quiñanola Nove Anne P Alestre Osias Kit Kilag Osias Kit T Kilag Osias Kit T Kilag Osias Kit T. Kilag Rechelle Mary C Zamora Renan Ignacio Shannel B Ymas Trinidad P Evangelista