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Callo, Eden C.
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Journal : International Journal of Multidisciplinary: Applied Business and Education Research

 1 
Effective Leadership and Supervisory Skills of Principal: Predictors of Job Satisfaction among Public Elementary School Teachers Beladas, Jean P.; Callo, Eden C.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 12 (2023): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.12.17

Abstract

The study's dependent variable is the teacher's compelling desire to know the Degree of job satisfaction in terms of fundamental requirements, self-actualization, supervision, and indicators. Job safety, predictable income, vessel maintenance and equipment, mental stress on the job, your earnings or Pay, cleanliness of the work, hours worked, peace of mind/security, time away from home, healthfulness of the workplace, and physical exhaustion on the job are all necessities. Accountability, productivity, recognition, job challenge, excitement, and undertaking something worthwhile are all components of self-actualization. The study on principals' effective leadership and supervisory abilities as predictors of work satisfaction among teachers in public primary schools seeks to determine whether the two qualities of the principal have anything to do with teachers' passion for their jobs. The study uses additional supporting material to demonstrate the relationship between leadership, supervisory skills, and job happiness. The respondents strongly agreed with the claims about their respective public-school principals' leadership abilities, demonstrated effective supervisory skills in their respective schools, improved those institutions, and produced outstanding students. The findings suggest a strong relationship between teachers' job satisfaction and the principal's leadership abilities. Furthermore, teacher job satisfaction and the effectiveness of the principal's supervision are highly correlated.
Awareness Level of Internal and External Stakeholders’ Participation in the Implementation of Sustainable School Programs and Projects: Input to Effective Stakeholders Management Plan Millano, Generosa D.; Callo, Eden C.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 2 (2024): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.02.23

Abstract

Stakeholders were an important element in any institution, especially in the educational arena. It was composed of teachers, guardians, students, and local government units who play meaningful roles in achievinga quality education, affordable education, school performance as well as resources. This study aimed to assess the awareness level of internal and external stakeholders’ participation in the implementation of sustainable school programs and projects, input to effective stakeholders’ management. This paper used descriptive-correlational research designed. There were 1,198 respondents, were female, high school level, age 11-15 years old, and occupation belong to stay at home parent, unemployed, students, retired. Stakeholders perceived the level of awareness was “moderate” while they “agreed” with stakeholders’ management plan and “much effective” on the implementation of sustainable school programs and projects. This study revealed that there is a significant relationship between the awareness level of both internal and external stakeholders’ participation as well as the stakeholders’ management plan to the sustainability of school programs and projects. There is a significant difference between the awareness level of internal and external stakeholders’ participation and their perceived level of implementation to sustain the school programs and projects. The stakeholders’ management plan also predict that it has a significant effect on the awareness of stakeholders’ participation and the sustainability of school programs and projects.
School Head’s Professional Identity, Emotional Intelligence and Perfectionism: Three-Tier Factors to Advance Pedagogical Leadership Callo, Eden C.; Asilo, Marta G.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 3 (2024): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.03.18

Abstract

This study is focused on the school head’s professional identity, emotional intelligence, and perfectionism as three tier factors to advance pedagogical leadership. The study employed the quantitative descriptive methodology, combining descriptive and multiple linear regression analysis. The researchers-made online survey instrument, via a google form. Responses from 132 school heads were analyzed using descriptive statistics such as mean, and standard deviation. Multiple linear regression analysis was employed to determine the significant relationships of the variables. The results reveal that professional identity has a positive relationship with pedagogical leadership. Contradicting result is the emotional intelligence which has a negative relationship with pedagogical leadership. Lastly, perfectionism has a positive relationship with pedagogical leadership. It is concluded that a school head’s professional identity, emotional intelligence and perfectionism significantly predict pedagogical leadership. Hence, the department (DepEd) may conduct series of training and workshops for teachers as a capacity building to equip them with knowledge and competencies to handle the numerous challenges in the delivery of quality, relevant, inclusive, and liberating education to the Filipino learners. Further, during Gender and Development programs one activity to consider is the training in emotional development among teachers and school heads.
Learning Recovery Plan (LRP) in Addressing Learning Gaps of Effective and Efficient Learning Outcomes after Pandemic among Different School in the Division of San Pablo Dionglay, Perlyn V.; Callo, Eden C.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 10 (2024): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.10.12

Abstract

The Department of Education (DepEd) adopts the National Learning Recovery Program (NLRP) through DepEd Order No. 013, s. 2023 which aims to strengthen the learning recovery and continuity program, improve literacy and numeracy, and accelerate the achievement of education targets. This study aimed to examine the respondents perceptions on the implementation of the Learning Recovery Plan (LRP) in addressing the learning gaps, starts with assessing fundamental skills such as the literacy and numeracy in the early grades. Detecting learners who have not developed the full range of reading and numeracy skills are provided with appropriate programs. A post pandemic program from the Department of Education, that which aims to identify the level of responsiveness, relevance and appropriateness of the different school in the Division of San Pablo City, and how effective and efficient is this study as to upskilling and reskilling of teachers, stakeholders effort, updating, review of different projects and programs and teaching methodology to recover the learning gaps after pandemic. Random sampling was conducted because of the limited access for face to face contact and all the big schools, three-year plan beginning SY 2022-2023, which shall be adopted by all DepEd implementing units and schools by aligning respective plans and implementation to the directions and priorities specified in this policy. Based on the finding the relevance, resilience and appropriateness in the level of in the implementation of learning recovery plan (LRP)addressing the learning gaps are “always observed” among the different school in the division of San Pablo regardless of age, length of service and district from which they belong, moreover the level of effectivity and efficiency in the learning, have significant effect in terms of physical and mental resilience, communication plan, professionalism , community stakeholder and support system in upskilling and reskilling of teachers, stakeholders effort, improvement of learning environment, updating and review of projects and programs and the teaching methodology.
Factors Associated with Research and Productivity among Faculty of Higher Education Institutions: Input to Enhancing Research Culture Camilon, Maria Daisy F.; Callo, Eden C.; Panoy, Julie Fe D.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 11 (2024): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.11.18

Abstract

The role of research in an academic institution is significant for its sustainability and development, and it is imperative to have knowledge-driven growth based on innovation. The main objec-tive of this dissertation was to find out the factors associated with research and productivity among faculty of higher education insti-tutions in the LSPU System as input to enhancing research culture. Descriptive correlational research method was used to determine the factors associated with research and productivity among high-er education faculty institutions consisting of 232 regular faculty members among four campuses of Laguna State Polytechnic Uni-versity- San Pablo City Campus, Sta. Cruz Campus, Siniloan Campus and Los Banos Campus. The perceived level of self-motivation of the respondents on knowledge and skills, ability and interest, mo-tivation and drive is “very high”; the perceived level of institution-al support system for research among faculty of Laguna State Poly-technic University System on policies and guidelines, promotion and incentives, research program, budgeting, and external sourc-ing/funding is “highly evident”; perceived level of research- work-ing environment, is “very highly evident”; perceived level of re-search productivity for research reveals that the research produc-tivity is “very high”. Faculty’s research productivity is significantly predicted by self-motivation, an institutional support system for research; and the research working environment; teacher’s per-ceived self-motivation mediated with the institutional support system and the faculty’s research productivity; teacher’s perceived self-motivation mediated with the research working environment and to the faculty’s research productivity. ANOVA result revealed that there is no significant difference in the perceptions of the LSPU respondents on self-motivation, an institutional support sys-tem for research, research working environment, and research productivity when grouped according to their University Campus. In terms of the above findings, this study concluded the hypothe-ses stating that the research productivity of the faculty is not sig-nificantly predicted by self-motivation, an institutional support system for research, and the research working environment is not sustained. The faculty self-motivation does not mediate the effect of the institutional support system and research working envi-ronment on their research productivity is not sustained. There is no significant difference in the perceptions of the LSPU respond-ents on self-motivation, an institutional support system for re-search, research working environment, and research productivity.
The Effect of School Heads' Style in The Utilization of Online Communica-tion in Building Positive Organizational Culture Pontanoza, Mylene B.; Callo, Eden C.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 11 (2024): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.11.33

Abstract

School leaders at all levels play an essential role in shaping school culture. In their daily work, principals communicate core values. Teachers instill values through their actions and words. Parents boost their spirits by visiting schools, participating in governance, and celebrating success. Communication with internal and external stakeholders is part of the school head's daily work. A day is incom-plete unless there is communication between teaching and non-teaching personnel at the school. Thus, this study used the descrip-tive correlational design to determine if the school head's communi-cation style mediates the effect of the utilization of online communi-cation in building a positive organizational culture. The respondents were the 65 school heads and 349 teachers from the 7 districts in the Division of San Pablo City. The validated survey questionnaire was used to gather the data. The data were analyzed using frequen-cy, mean, standard deviation, Pearson product-moment correlation, and multiple linear regression. The results revealed that the school heads and teachers perceived that the level of school heads' utiliza-tion of online communication, school head communication style in utilizing online communication, and building a positive organiza-tional culture were highly manifested. The test of correlation be-tween the school heads utilization of online communication in building a positive organizational culture is significant. The school heads’ utilization of online communication affects building a posi-tive organizational culture. The school head's communication style mediates the school head's utilization of online communication in building a positive organizational culture in terms of being a super-visor, and manager. The study recommends that the school should always capacitate teachers using various online platforms as inter-net communication has been a part of the system ever since the pandemic.
Teachers’ Readiness and Supportive Environment Toward Better Research Productivity and Skills: Basis for a Policy Development on Research Program UY, Cristeta S.; Callo, Eden C.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 7 (2023): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.07.13

Abstract

The main problem of the study was to develop a standard school support program to enhance the implemented basic research program at San Jose National High School. Specifically, the determine the teachers’ level of readiness in research, the extent do the School Factors affect the teachers’ participation in research, the extent is the perceived supportive environment affect the level of research competency of teachers, Level of Competency of teachers in conducting research, the perceived level of Research Writing skills of the teachers. It identified the relationship between the teachers’ level of competency in research and the perceived level of the teachers’ readiness to conduct research and the effect of school factors, the relationship between the extent of school factors affecting participation in the conduct of research and challenges in conducting research, level of research productivity, and level of research skills and whether the perceived level of supportive environment significantly mediate the relationship between teacher’s level of readiness and the level of research productivity and level of research skills. The study was descriptive with a researcher-made questionnaire as the instrument of the study. The questionnaire was administered to 661 teachers in the Division of San Pablo City for school year 2022-2023. The data collected were treated using mean scores, standard deviation, Pearson product moment correlation, simple regression, and multiple regression analysis. Results show following findings: the teachers are all well equipped with the desired readiness needed to conduct research studies; school-related factors are very important in influencing teachers' engagement in research investigations; teacher's ability to do research projects is greatly influenced by their cognitive ability, the school's support and assistance, the principal's leadership skills, and the research culture at their institution; the teachers were all well-versed in each of the parts of a research paper; the teachers’ research skills is significantly related to the teachers’ readiness to conduct research and the effect of school factors; the relationship between effect of school factors in research engagement and challenges in conducting research is significant as well as with research productivity and research skills; and the supportive environment significantly mediate the relationship between the teachers’ level of research readiness and level of teachers’ research skills but does not significantly mediate the teachers’ level of research readiness and level of their research productivity. Strategic planning and support from the school through the developed standard school support program is encouraged.
Co-Authors Asilo, Marta G. Beladas, Jean P. Buama, Chester Alexis C. Camilon, Maria Daisy F. Dimarucot, Marissa L. Dionglay, Perlyn V. Fuentes, Maryjane D. Gonzales, Marie Anne S. Millano, Generosa D. Panoy, Julie Fe D. Pontanoza, Mylene B. Quilapio, Ophelia Doria UY, Cristeta S.