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All Journal International Journal of Multidisciplinary Sciences Journal of Pedagogical and Teacher Professional Development ASEAN Journal of Educational Research and Technology
Albor, Rufo Gil
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Filipino LGBTQ+ Emerging Adults’ Conceptualization of Romantic Relationships Cardona, Louis Miguel; Ancho, Inero; Vergara, Helga; Laude, Teri-Marie; Albor, Rufo Gil; Pelegrina, Daisy; Almeda, Phrygian
International Journal of Multidisciplinary Sciences Vol. 3 No. 1 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/ijms.v3i1.3953

Abstract

This study investigates the narratives of contemporary romance among Filipino LGBTQ+ emerging adults, emphasizing their lived experiences, modern influences, and cultural determinants that form their relationships. A qualitative phenomenological design was employed to conduct semi-structured interviews with eight participants from a state institution in Laguna, Philippines. The findings indicated that romantic connections are crucial in identity exploration and self-affirmation. Participants characterized love as a collaboration founded on reciprocal respect, emotional intimacy, and equality, contesting established conventions and heteronormative standards. Digital platforms facilitated connections and provided safe spaces for users; nevertheless, they also engendered obstacles, including false expectations and superficial interactions. Cultural influences, including familial expectations and Catholic ideals, were substantial, offering both obstacles and avenues for growth and authenticity. This study offers insights into the interplay between identity, culture, and love; but, its limited sample size and concentration on a particular university restrict its generalizability. Future research ought to investigate many contexts, encompassing rural regions and a wider array of socioeconomic demographics, while analyzing the changing influence of technology on LGBTQ+ relationships. This study emphasizes the resilience of Filipino LGBTQ+ emerging adults and advocates for inclusive legislation and community assistance to foster acceptance and equality.
Factors Influencing Teacher Efficacy in a Public Laboratory School: Examining the Roles of Experience, Professional Engagement, School Culture, and Burnout Albor, Rufo Gil; Ancho, Inero; Bulasag, Abriel; Perez, Ma. Grechelle Lyn; Pelegrina, Daisy; Almeda, Phrygian
Journal of Pedagogical and Teacher Professional Development Vol. 2 No. 1 (2025): Journal of Pedagogical and Teacher Professional Development, July 2025
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v2i1.968

Abstract

Teacher efficacy is a critical determinant of instructional effectiveness and student outcomes, particularly in laboratory schools that serve as training hubs for educators. This study examines the factors influencing teacher efficacy in a public laboratory school, focusing on experience, professional engagement, school culture, and burnout. Using a survey research design, data were collected from 36 faculty members through structured questionnaires measuring teacher efficacy, school culture, and burnout levels. Pearson correlation and regression analysis were employed to assess the relationships among key variables. Findings indicate that perceived school culture has a significant, positive, moderate correlation with teacher efficacy, explaining 44% of its variance. Conversely, teacher burnout exhibits a significant, negative, moderate correlation with teacher efficacy, accounting for 18% of its variance. In contrast, teacher efficacy showed no significant correlation with length of service, educational attainment, research engagement, or extension involvement. These results suggest that institutional factors such as school culture and workload management play a more crucial role in shaping teacher efficacy than individual professional attributes. The study highlights the need for policies that foster a supportive school environment, reduce burnout risk, and integrate professional development initiatives to enhance teacher confidence and effectiveness.
Academic Performance of Left-Behind Senior High School Students in the Philippines: Impacts of Parental Migration Apolinario, Martina Chloe Mari; Ancho, Inero; Albor, Rufo Gil; Botor, Nephtaly Joel; Pelegrina, Daisy; Almeda, Phrygian
ASEAN Journal of Educational Research and Technology Vol 4, No 3 (2025): (ONLINE FIRST) AJERT: VOLUME 4, ISSUE 3, December 2025
Publisher : Bumi Publikasi Nusantara

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Abstract

The migration of Filipino workers overseas remains a major socio-economic phenomenon, offering financial stability yet creating emotional and academic challenges for left-behind children. This qualitative phenomenological study examined how parental absence affects the academic performance of senior high school students in Los Baños, Laguna, whose parents work abroad. Data were gathered through semi-structured interviews with purposively selected Grade 12 students meeting specific criteria. Thematic analysis revealed three key themes: thriving amidst loneliness, flourishing academic independence, and repaying sacrifices through excellence. While remittances eased financial burdens, students reported feelings of isolation, lack of parental guidance, and academic pressure driven by the desire to honor their parents’ sacrifices. Strong communication and adaptive coping strategies emerged as vital in mitigating adverse effects. The study underscores the need for school-based support systems and policy interventions addressing the psychosocial well-being and academic needs of left-behind students.
Co-Authors Almeda, Phrygian Ancho, Inero Apolinario, Martina Chloe Mari Botor, Nephtaly Joel Bulasag, Abriel Cardona, Louis Miguel Laude, Teri-Marie Pelegrina, Daisy Perez, Ma. Grechelle Lyn Vergara, Helga