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All Journal Beyond Words : a journal on language education, applied linguistics and curriculum & instructions Journal of Governance and Administrative Reform Edukasiana: Jurnal Inovasi Pendidikan Indonesian Journal of Education and Social Science Unisia Journal of English as a Foreign Language Teaching and Research (JEFLTR) Journal of English Language and Pedagogy (JELPA) International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE)
Naparan, Genesis
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Challenges and interventions of school administrators in the retention of professional teachers in private schools David, Elizabeth; Naparan, Genesis
Indonesian Journal of Education and Social Sciences Vol. 3 No. 2 (2024)
Publisher : Papanda Publishier

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijess.v3i2.753

Abstract

This phenomenological qualitative study investigated the challenges and intervention strategies in the retention of teachers in private schools in Iligan City, Philippines. The researchers administered interviews to select private school administrators and teachers as the second data source. Three (3) significant themes were identified in strategies for retaining professional teachers: holistic teacher development, well-being and support, and nurturing a positive environment. Three (3) significant themes were derived from challenging experiences in keeping professional teachers: retention and turnover, mindset, and compensation. Four (4) significant themes were derived from the intervention strategies to retain professional teachers in private schools: supportive environment, innovative problem solving, empowerment, and professional and spiritual growth. It is recommended to administer tailored interventions, provide consistent leadership training, foster ongoing professional development, implement continuous strategy evaluation, and empower teachers through leadership skill development and grants for further studies to improve teacher retention in private schools.
Exploring the Parents’ Disciplinary Strategies to Promote Children’s Learning Interest Hambala, Kwenberlin; Lopez, Enid Chloe; Cobrado, Dhianne; Naparan, Genesis; Dela Pena, Geraldine; Tantog, Alfer Jann
Edukasiana: Jurnal Inovasi Pendidikan Vol. 2 No. 4 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v2i4.437

Abstract

Discipline and interest are aspects of parenting that affect children’s behavior and academic performance. This study explores the parents’ disciplinary strategies to promote children’s learning interests. The researchers conducted this study due to society’s issue and observation that elementary pupils have a low interest in learning and manifested inappropriate behaviors inside and outside the classroom. The participants were the ten selected parents with children enrolled in 5th Grade in one of the private Catholic elementary schools in Pagadian City, Philippines. A single case study was utilized. It was found that parents experienced challenges in disciplining their children to promote learning interests due to different kinds of behaviors that the children manifest. The participants identified the following behaviors: Too Much Screen Time in Playing Mobile Games and Being Disrespectful. Despite the challenges they have encountered, they were able to overcome those by implementing positive discipline, offering the problem to God, and effective communication to build good relationships with their children. It is important to be gentle and firm in implementing discipline to promote the learning interest of the pupils. Positive discipline inside the classroom allows the pupils to develop skills of responsibility, resiliency, and proper behavior with the use of positive and negative reinforcements that will motivate them to be interested in learning and excel academically.
Coping Strategies of BEED Teaching Interns During Classroom Demonstration Duldulao, Rica Mae; Naparan, Genesis; Remotigue, Donnelle Niño M.; Sanayon, Alyannah D.
Edukasiana: Jurnal Inovasi Pendidikan Vol. 2 No. 4 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v2i4.441

Abstract

Prospective teachers usually conduct classroom demonstrations during a teaching internship for one semester. Thus, teaching interns then perform actual teaching among students at varying grade levels. This study investigated the challenges and coping strategies of BEED teaching interns in the western part of the Philippines. In this study, the researchers employed a single-case study model method of Sharan B. Merriam. Triangulation of data was also employed to validate the results of the study. They gathered the data through one-to-one interviews with BEED teaching interns who conducted classroom demonstrations on-campus and off-campus, four corresponding cooperating teachers, and the instructor of the research participants. Following the data analysis of Braun and Clarke (2008), the results revealed that these teaching interns experienced different challenges. These challenges involved difficulty in classroom management and difficulty in creating learning objectives. However, they showed positivity in their performance and applied the right coping strategies to lessen their burden. Among these coping strategies were using effective classroom management strategies, being confident, and asking assistance from their cooperating teacher to cope with those challenges. Through these experiences, teachers learned to adjust and cope with their challenges. Thus, they became better teaching interns. These findings are original and contribute to the plans and programs of the Commission of Higher Education in broadening the knowledge and developing the skills for improving student teacher’s academic success.
Challenges and Coping Strategies of Intermediate Teachers in Handling Generation Z Learners Dejacto, Ladylou; Valmorida, Francis May; Naparan, Genesis
International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 2 (2023): October
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijtaese.v5i2.1442

Abstract

The learners as of the present are called Generation Z learners. This study aimed to come up with the common challenges and coping strategies of teachers in handling Generation Z learners in the intermediate level. The study was conducted during the school year 2019-2020. The participants were the intermediate teachers in District 10 of Ozamiz City Division. This study employed a phenomenological qualitative research design. The focus of this study was to gather the common challenges and coping strategies of teachers based on their experiences. The responses were analyzed through the use of thematic analysis. It was found out that the challenges commonly met by the intermediate teachers were learners’ difficult behaviors, negative impact of technology/inappropriate use of technology and poor academic performance. The study also revealed that the coping strategies of the teachers were ICT integration in teaching, imposing friendly classroom discipline, parent-teacher partnership, and enhancing teachers’ ICT literacy. This study suggested that in planning teachers’ training programs, administrators of the Department of Education should also include topics that focuses on how to cope up teachers’ challenges met in their classrooms. Topics may involve handling Generation Z learners and developing necessary skills in innovative teaching.
Students' Journey in BS Hospitality Management Program Majarocon, Rey II; Joy, Sonio Apreyl; Zoe, Yanoc Floren; Naparan, Genesis
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 4 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i4.873

Abstract

The field of hospitality management is rapidly evolving due to global tourism growth and technological advancements. This research delves into students' journeys in hospitality management programs, examining their motivations, experiences, challenges, and career aspirations. Researchers conducted interviews with fifteen BSHM students, employing a qualitative case study. The study reveals that students are primarily motivated by the program's activities, preparation, and the dynamic nature of the hospitality industry. Academic experiences are enriched by hands-on training, internships, and industry interactions, which are crucial for bridging theoretical knowledge and practical skills. However, students need help balancing work and study, meeting high expectations for practical proficiency, and navigating a competitive job market. Career aspirations among students are diverse, ranging from hotel management and event planning to entrepreneurship and consultancy. The research underscores the necessity for academic institutions to continually adapt their programs to meet industry standards and student needs, ensuring graduates are well-prepared for the evolving demands of the hospitality sector. This study provides valuable insights for educators, policymakers, and industry stakeholders to enhance educational practices and support student success in this vibrant field.
Practices of Bsed English Students in Dealing With English Language Anxiety Bolivar, Rheza Mae; Bayno, Maribel; Suarez, Aris Pet Angeli; Naparan, Genesis
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 4 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i4.939

Abstract

This qualitative study investigates the practices of Bachelor of Secondary Education (BSED) English majors in dealing with English language anxiety. Through interviews with the eleven research participants, peers, and classmates, the study identifies triggers, manifestations, and coping strategies associated with language anxiety among BSED English students. Findings reveal that past negative experiences, fear of criticism, lack of confidence, and performance pressure contribute to language anxiety, manifested in various physical and emotional symptoms. Coping mechanisms include self-talk, self-acceptance, breathing techniques, and preparation, which highlight the importance of psychological and practical approaches in managing anxiety. The study concludes that language anxiety poses significant challenges for BSED English students but can be effectively managed through targeted interventions and support strategies. Recommendations include integrating anxiety-reduction techniques into teaching practices, providing opportunities for practice and feedback, fostering a supportive classroom atmosphere, offering mindfulness workshops, and conducting further research on effective interventions. Implementation of these recommendations can enhance students' academic performance and well-being, creating a more inclusive and supportive learning environment for English language learners.
Reasons and Challenges of Former BSED English Students in Shifting to Other Program Lanonte, Pearl Hanna; Hasim, Myra; Evedientes, Jundel; Gaan, Dayanara; Naparan, Genesis
Edukasiana: Jurnal Inovasi Pendidikan Vol. 4 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v4i1.977

Abstract

This qualitative study explores the reasons and challenges faced by former BSED English students who shifted to other programs. The study employed a case study approach, utilizing the Sharan Merriam technique and data triangulation method. Through Interviews with the seven former 1st-year BSED English students enrolled in the first semester, a thematic analysis was utilized to identify recurring patterns and themes. The study identifies reasons and challenges for students' shifting to other programs. The finding reveals that being inspired and influenced by others, as well as being curious about the program and the opportunity it offers, contribute to students’ reason to take up BSED English. Challenges encountered include difficulty with the topic and difficulty in speaking English. Students’ reasons for shifting are scholarship assistance and the difficulty of the major subject. The study concludes that these varying factors influenced the research participants to enroll in the BSED English program and shift to another program, indicating that it plays a significant role in students’ academic journey. This study gives insights into a crucial shift of students that has a significant implication for both students and the institution, as it holds an important role in students' career decision-making.
Describing The Relationship Between Text Habits And Spelling Competency Among Bsed English Students Yangyang, Stephanie Rosales; Pesalbon, Marian Duca; Suarez, Aris Pet Angeli; Naparan, Genesis
Beyond Words Vol 12, No 2 (2024): November
Publisher : Universitas Katolik Widya Mandala Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v12i2.6121

Abstract

This research determined the relationship between texting habits and spelling competency among second-year BSEd English major students. The study employed a quantitative research design to gather data. The researchers created a questionnaire specifically related to texting habits and an adapted Civil Service questionnaire to measure spelling competency. Results showed that students exhibited a high frequency of texting, but displayed below-average spelling competencies. For future research, it is recommended to use a combined quantitative and qualitative design to gain deeper insights into students' opinions, attitudes, and practices regarding texting and spelling. Additionally, future studies should consider including participants from various other courses, not just English majors, to broaden the scope of the research.
Experiences of Teachers in Managing Students in the Flexible Learning Alcopra, Aidalyn; Naparan, Genesis
Unisia Vol. 42 No. 2 (2024)
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/unisia.vol42.iss2.art7

Abstract

This qualitative case study explored the teachers’ experiences in managing students in flexible learning in one of the Private Schools in the Division of Ozamiz City, Philippines. Teachers’ experiences in managing students include explaining to a class using ICT and teaching in different settings. Teachers’ ways of facilitating a class include setting guidelines in class and preparing instructional materials, conducting an oral recitation, preparing a lesson guide, and applying online educational games. Moreover, the teachers' challenges include students' attention, the credibility of students’ work, and poor internet connection. Furthermore, in dealing with the challenges, teachers provide pictures and videos to nurture focus and attention, conduct remedial classes, and seek administrative support. Therefore, the flexible learning modality ensured continuity of education in challenging times.
Describing the Educational Journey of Bachelor of Secondary Education Major in English Students Patalinghug, Trishia Cesar; Montealto, Rud Ghyne; Suarez, Aris Pet Angeli; Naparan, Genesis
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 1 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i1.3249

Abstract

This qualitative study explores the educational experiences of Bachelor of Secondary Education (BSED) students majoring in English, focusing on their motivations, expectations, challenges, and coping strategies. This study addresses the phenomenon of students dealing with challenging educational programs while desiring to develop the abilities essential for effective teaching. This section aims to understand the factors influencing their decision to pursue this program, the skills they develop, and how they overcome academic and personal obstacles. Semi-structured interviews were conducted with 14 BSED English students, two English teachers, and two peers. Using thematic analysis, recurring themes and patterns were identified. Results reveal that students were driven by job opportunities, family and social influences, and personal interests. They expect to improve their speaking skills, language proficiency, and teaching strategies. Challenges include low self-esteem, teacher incompetence, and academic difficulties, while coping mechanisms involve using online resources, seeking support, and practicing self-directed learning. This study emphasizes the importance of personal and academic support systems in fostering student resilience and offers recommendations for aspiring students, such as cultivating a passion for teaching, engaging in collaborative learning, and adopting strategic reviewing.
Co-Authors Abijay, Glaidyn Alcopra, Aidalyn Allon, Cyra Bantac, Michelle Bayno, Maribel Bolivar, Rheza Mae Callo, Justin Canacan, Nadine Catubig, Daisy Claro, Alexa Cobrado, Dhianne David, Elizabeth Dejacto, Ladylou Dela Pena, Geraldine Dinglasa, Apryll Kate Duldulao, Rica Mae Evedientes, Jundel Gaan, Dayanara Gomez, Hanilie Hambala, Kwenberlin Hasim, Myra Joy, Sonio Apreyl Lamosao, Dion Paolo Lanonte, Pearl Hanna Lastimado, Noelie Lim, Alvin Dale Lomocso, Rosebelt Lopez, Enid Chloe Mabini, Rhea Melyn Majarocon, Rey II Montealto, Rud Ghyne Patalinghug, Trishia Cesar Pesalbon, Marian Duca Ramboy, Michelle Razon, Clyde Vic Remotigue, Donnelle Niño M. Sajulga, Aussien Angel Sanayon, Alyannah D. Sombilon, Donna Fe Suarez, Aris Pet Angeli Talaroc, Jenny Mae Tantog, Alfer Jann Tatoy, Jhon Lloyd Valmorida, Francis May Yangyang, Stephanie Rosales Zoe, Yanoc Floren