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p-Index From 2021 - 2026
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All Journal International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) Education Policy and Development (EPD)
Consortia S Tan
Laguna State Polytechnic University
Humanities Education Social Sciences Other

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A Phenomenological Studies of Special Education Teachers and Parents Lived Experiences In Upholding Learners With Disability (Lwd) In Transition Program During Pandemic Sheila J Villareal; Francisco P Panopio Jr; Consortia S Tan; Marcial M Bandoy; Lerma P Buenvinida
International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ijtaese.v4i2.1116

Abstract

The implementation of a transition program for special education students is hardcore during face-to-face and it became more difficult to implement during distance education. The research aimed to explore the essence of the experiences of Special Education (SPED) teachers and parents under the transition curriculum. This study utilized qualitative design. Particularly, this study employed a phenomenological research design. The participants of this study were eight (8) parents having LWD at home enrolled in the school SY 2021-2022 under Special Education Program and five (5) SPED teachers. The information and replies of the participants were gathered using a semi-structured interview guide. Coding and triangulation were done to analyze and identify the emerging theme. The emerging themes for the teachers lived experiences revealed flexibility and adaptability in times of pandemic, the power of communication, and effective problem-solving strategies. For the parents, the main themes that emerged from their testimonies were the needs for assistance and parent as a manager. The findings also revealed that all problems related to the transition curriculum were addressed and solved by teachers and parents by working with each other. Knowing how parents struggles due to their work and parental roles helped the teachers to understand them and help them build a strong relationship based on trust and understanding. The researcher recommended that the school may intensify the relationship between the teachers and parents by improving communication, collaboration, and cooperation between them. To help the parents more in assisting their kids, parenting techniques, mentoring, and coaching programs may be provided.
Learning Action Cell as A Channel for Teacher’s Professional Competence in Elementary Schools in the Divisions of Laguna Liezl Ayuso Conde; Alberto D Yazon; Consortia S Tan; Marcial M Bandoy
Education Policy and Development Vol. 1 No. 2 (2023): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v1i2.1590

Abstract

This study investigated the relationship between the Learning Action Cell (LAC) level and teachers' professional competence. It utilized quantitative correlational design to assess and analyze the data of elementary teachers and how the LAC empowers and capacitates them on the various techniques and methodologies to be competent enough to deliver effective teaching facilitation. The 619 teachers respondents from nearby three (3) Schools Divisions were assessed on how LAC training every year improved their competencies. The finding proved that the more LAC sessions conducted, the higher the teacher’s competencies gained. The quantitative correlation denoted that the quality of implementation of the Learning Action Cell training based on the study result was very high. It visibly manifested in the total impact of LAC training is enhancing and empowering teachers' professional competencies. This study proved that it is an essential component of the education system as they provide a platform for collaboration, professional development, problem-solving, and continuous learning among teachers.
Co-Authors Alberto D Yazon Francisco P Panopio Jr Lerma P Buenvinida Liezl Ayuso Conde Marcial M Bandoy Sheila J Villareal