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All Journal International Journal of Management, Entrepreneurship, Social Science and Humanities (IJMESH) International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) Humanities, Society, and Community (HSC) People and Behavior Analysis (PBA)

Marcial M. Bandoy

Laguna State Polytechnic University

Author-ID : 5833394

Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Articles

Integration of Gender and Development Approach on Institutional Programs, Activities, and Projects of Higher Education Institution: An Input to Strategic Development Plan Mary Ann Hernandez; Marcial M. Bandoy; Lerma P. Buenvinida
International Journal of Management, Entrepreneurship, Social Science and Humanities Vol. 4 No. 2 (2021): December 2021
Publisher : Research Synergy Foundation

The purpose of this paper is to determine the GAD-aligned Programs, Projects, and Activities' gender-related mandated functions and integration. To obtain the necessary information on individuals in Higher Education Institutions based on specific traits and standards and clearly define the institution's long-term direction based on the institution's aims and objectives. Gender and Development focus on Gender Mainstreaming, which is a technique that incorporates both gender concerns and practices into the strategy, execution, supervision, and evaluation of guidelines, processes, plans, and activities at all levels, ensuring that both genders benefit equally. The study used a descriptive methodology to measure the extent to which gender-related activities integrated into mainstreaming mandatory functions and perceptions on GAD-aligned PPAs. There is no significant link between mandated outcome based on HEI-moderated (LUC or SUC) Instruction, Research, Extension, and Resource Management and perceived level of integration on the gender-related functions of Gender and Development Programs, Activities, and Projects, and GAD-aligned PPAs in mainstreaming. The mainstream GAD-aligned PPAs at the university do not predict the integration of GAD-related functions. The SUC/LUC category did not affect the relationship between the GAD-aligned PPAs and the level of integration when it approached the identified indicators.

Lived Experiences on Varied Dimensions of Police Recruits’ Training and Practice Basis for Quality Police Performance Julieta R. Magpantay; Alberto D. Yazon; Consorcia S. Tan; Lerma P. Buenvinida; Marcial M. Bandoy
International Journal of Management, Entrepreneurship, Social Science and Humanities Vol. 4 No. 2 (2021): December 2021
Publisher : Research Synergy Foundation

Police malpractice, abuse of power, and police misfits are issues and problems associated with police recruits. There were reports about inappropriate acts committed by newly hired police officers during their actual field practice. This qualitative phenomenological studydetermined the dimensions of training that hamper the development of knowledge and skills of the police trainees and police officers.Seventeen (17) purposely selected participants comprised the sample for this study. They were chosen through the following inclusion criteria: police supervisors, trainers, police recruits, staff from the National Police Training Institute (NPTI) and have two or more years ofexperience. Thirteen recurring themes emerged from the verbatim interviews. The Philippine National Police (PNP), National Police Training Institute (NPTI), and the National Police Commission (NAPOLCOM) are the three public safety institutions in the Philippinesthat are expected to promote the quality performance of police recruits in both training and practice. On the whole, the results of this study can serve as the basis for creating innovative policies about police recruits’ selection, curriculum development, stress management,creation of core competency framework, performance evaluation system, and training and practice needs assessment.

School Head’s Conflict Resolution Skills, Organizational School Climate, and Teacher Work Engagement in The New Normal: An Input to Principal and Teacher Development Program Raymond D. Gomez; Alberto D. Yazon; Lerma P. Buenvinida; Consorcia S. Tan; Marcial M. Bandoy
International Journal of Management, Entrepreneurship, Social Science and Humanities Vol. 5 No. 2 (2022): December 2022
Publisher : Research Synergy Foundation

This study determined the school head's conflict resolution skills, organizational school climate, and teachers' work engagement among public school principals and teachers in the City Schools Division in Laguna for the school year 2020-2021. One hundred twelve (112) public school principals and one thousand forty-eight (1048) teachers were the respondents of the study. The researchers utilized a descriptive correlation study design. It made use of adopted and modified questionnaires to assess and measure the variables studied. The statistical tools used to analyze the data gathered were: Mean, standard deviation, Pearson r, and Multiple Linear Regression Analysis. Findings revealed that conflict resolution skills and organizational school climate were relevant to teachers' work engagement. The results were used to determine the principal and teachers’ development program to be proposed to the School Divisions officials. The teachers' work engagement was related to the school heads' conflict resolution skills and organizational school climate. To ensure a more efficient teachers work engagement, school heads are encouraged to continue cultivating a culture of excellence in the school by exposing the teachers to relevant activities that may sustain the work engagement by means of exhibiting quality performance in teaching and learning. Also, supervisors should strengthen the performance of the teachers by providing the technical assistance needed to further improve their performance. Technical assistance should focus on curriculum delivery and the school's operation and management. Keywords: Conflict Resolution Skills; Development Program; New Normal; Organizational School Climate; Teacher Work Engagement.

Analysis on the Level of Challenges encountered in the Implementation of Basic Education-Learning Continuity Plan in Six Schools Division in the Philippines Magnon Dionell D. Domingo; Marcial M. Bandoy; Consorcia S. Tan; Lerma P. Buenvinida; Lustina P. Lapie
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.v5i1.1137

Laro Ng Lahi Through the Lens of Junior High School Students: A Phenomenological Inquiry Myra F. Ruin; Victoria E. Tamban; Marcial M. Bandoy
Humanities, Society, and Community Vol. 2 No. 1 (2024): Humanities, Society, and Community (HSC)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/hsc.v2i1.2656

Junior high school students’ knowledge, attitudes, and perceptions of traditional games are crucial to explore, and their integration into curriculum programs can optimize learning and developmental outcomes. This study aimed to understand and explore the lived experiences of junior high school students regarding their attitude and engagement toward Laro ng Lahi and its cultural significance. Laro ng Lahi has become unfamiliar or is no longer recognized by today’s generation. The researcher aimed to emphasize the love for traditional games. Traditional games, such as Luksong baka, jump over the person (baka) or "cow," without touching, Patintero where goal for offensive players without being tagged, Piko which hop from section to section without touching the lines and Tumbang preso, tossing a slipper at a can object of the game. This study used a qualitative transcendental phenomenological approach. We aimed to examine the lived experiences of 20 junior high school students. The findings revealed that the students initially found the traditional games to be fun, exciting, and deeply memorable, often evoking strong emotions and a sense of nostalgia. We also identified challenges such as varying levels of student engagement and the need for more inclusive strategies to effectively integrate Laro ng Lahi into the broader educational framework. Our study strongly advocated for a more nuanced approach to incorporating Laro ng Lahi into the curriculum, stressing the need to overcome barriers and leverage these games as a valuable resource for holistic education.

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

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.

Co-Authors Alberto D. Yazon Consorcia S. Tan Jermaine D. Alonzo Julieta R. Magpantay Karen A. Manaig Lerma P. Buenvinida Lerma P. Buenvinida Lustina P. Lapie Magnon Dionell D. Domingo Mary Ann Hernandez Myra F. Ruin Raymond D. Gomez Victoria E. Tamban

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