Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Legarde, Michael Angelo A.
Unknown Affiliation
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Teaching Amidst the Pandemic: Exploring the Perceptions and Experiences of Teachers in Remote Rural Municipalities in the Philippines Legarde, Michael Angelo A.; Sumandal, Arman H.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 3 No. 10 (2022): 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.03.10.22

Abstract

The world has been shaken by the advent of the COVID-19 pandemic, which has resulted in a dramatic loss of human life and poses an unprecedented challenge to almost all aspects of life, and the Philippines has not been an exception to these challenges. As a result, this deadly situation has flipped the offline teaching process and paved the way towards online-based teaching. This study was conducted to determine the perceptions and experiences of teachers in the remote areas towards online teaching. This study employed a cross-sectional explanatory research design and the analyses reveal that respondents with "high" technological proficiency are more likely to have a "positive" attitude toward online education whereas respondents with "poor" technological skills are more likely to have a "negative" attitude toward online learning. This strongly suggest that educational leaders may venture on training teachers on how to develop their technological knowledge and skills since it has a significant impact to their attitude towards online teaching. Moreover, further analysis also reveals that the relationship between teacher-respondents’ perceptions towards online teaching and their technological knowledge and skills was statistically significant. It is also recommended that training in online teaching needs to be provided to teachers to widen their understanding of online teaching.
Mapping the Path: Tracing Teacher Career Trajectories Towards Professional Teaching Standards Legarde, Michael Angelo A.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 11 (2025): 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.06.11.14

Abstract

In the dynamic landscape of education, the quality of teaching remains a fundamental determinant of student success. Understanding teachers’ competence across multiple professional domains not only highlights their strengths but also identifies gaps that may limit instructional effectiveness and student learning outcomes. This study aims to examine the competence of public school teachers in the Philippines across the seven domains of the Philippine Professional Standards for Teachers (PPST), with the goal of identifying both areas of excellence and opportunities for professional growth. Employing a descriptive cross-sectional research design, the study surveyed 300 teachers from a range of large and small public secondary schools in Palawan, Philippines. Data were collected using a structured questionnaire aligned with the seven PPST domains and analyzed using mean scores to determine the levels of teacher competence. Results indicate that teachers generally demonstrate high to very high competence, with particular strengths observed in content mastery, classroom management, and professional commitment. Conversely, lower ratings were noted in domains such as differentiated instruction, actively seeking feedback, and implementing innovative teaching practices, signalling the need for targeted interventions. These findings underscore the importance of focused professional development programs that address specific areas of need, thereby fostering a more balanced, effective, and innovative teaching workforce. By addressing these gaps, policymakers and educational leaders can enhance teaching quality, ultimately supporting improved student learning outcomes and advancing the overall standards of Philippine public education.
Mapping the Path: Tracing Teacher Career Trajectories Towards Professional Teaching Standards Legarde, Michael Angelo A.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 11 (2025): 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.06.11.14

Abstract

In the dynamic landscape of education, the quality of teaching remains a fundamental determinant of student success. Understanding teachers’ competence across multiple professional domains not only highlights their strengths but also identifies gaps that may limit instructional effectiveness and student learning outcomes. This study aims to examine the competence of public school teachers in the Philippines across the seven domains of the Philippine Professional Standards for Teachers (PPST), with the goal of identifying both areas of excellence and opportunities for professional growth. Employing a descriptive cross-sectional research design, the study surveyed 300 teachers from a range of large and small public secondary schools in Palawan, Philippines. Data were collected using a structured questionnaire aligned with the seven PPST domains and analyzed using mean scores to determine the levels of teacher competence. Results indicate that teachers generally demonstrate high to very high competence, with particular strengths observed in content mastery, classroom management, and professional commitment. Conversely, lower ratings were noted in domains such as differentiated instruction, actively seeking feedback, and implementing innovative teaching practices, signalling the need for targeted interventions. These findings underscore the importance of focused professional development programs that address specific areas of need, thereby fostering a more balanced, effective, and innovative teaching workforce. By addressing these gaps, policymakers and educational leaders can enhance teaching quality, ultimately supporting improved student learning outcomes and advancing the overall standards of Philippine public education.
Co-Authors Sumandal, Arman H.