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All Journal Jurnal Inovasi Pendidikan
Montillano, Allen Cris
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A Mixed-Methods Study on Student Transferring from Public to Private in Santa Rosa City Babiano, Emilia H.; Montillano, Allen Cris
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 3 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i3.511

Abstract

This case study investigates the experiences of public-school pupils transferring to private schools, focusing on the complexities and outcomes of such transitions. The research identifies seven key themes: the role of students in educational decision-making, school choice and educational quality, parental expectations of school leadership and management, the academic impact of school transfers on students, transitional challenges to new schools, holistic academic growth and personal development, and parental support for transferred students facing challenges. The participants of the study were 30 pupils who are transferees from public school for the current school year and 10 parents of this pupils for a total of 40 participants. Through qualitative and quantitative data analysis, the study highlights the importance of supportive and well-managed transitions to ensure students' academic success and personal development. Recommendations include enhancing communication channels, providing school choice guidance, implementing targeted academic support programs, and fostering holistic development through extracurricular activities and personal growth workshops. The findings underscore the need for comprehensive transition programs and continuous feedback mechanisms to address the multifaceted challenges faced by transferring students. Ultimately, understanding the motivations behind these transfers, the challenges students face, and the importance of support systems is crucial for educators and policymakers in both public and private sectors. By addressing the needs of transferring students and fostering a smooth integration into their new educational environments, we can contribute to positive student outcomes and a deeper understanding of the dynamics of school choice.
Readiness of Pamantasan Ng Cabuyao Education Graduates in the Licensure Examination for Teachers: Basis for Intervention Program Gabor, Edward Francis; Montillano, Allen Cris
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 3 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i3.535

Abstract

The readiness of Pamantasan ng Cabuyao Education graduates for the Licensure Examination for Teachers (LET) is crucial in ensuring their success in obtaining professional certification. This study evaluates the cognitive strategies, key content knowledge, academic behaviors, and contextual skills that influence their preparedness. Utilizing an explanatory sequential mixed-methods approach, quantitative data were gathered through surveys to determine the extent of readiness to 145 PNC Education Graduates, while qualitative insights were collected from 6 participants randomly selected through interviews and focus group discussions. Findings revealed that graduates demonstrated strong motivation and adaptability in their preparation, but faced challenges in maintaining structured study schedules, mastering STEM subjects, and navigating external constraints such as financial limitations and work obligations. Significant differences in readiness were observed across academic programs, highlighting the need for targeted interventions. Based on these results, a comprehensive intervention plan is proposed, including a free review program, mentorship initiatives, and structured workshops focusing on problem-solving techniques and exam-taking strategies. This study underscores the importance of tailored academic support to bridge gaps and enhance graduates’ overall LET preparedness, contributing to institutional efforts in increasing licensure exam success rates.
Embracing Diversity: Understanding School Leaders Lived Experience In Supporting Teachers Handling Learners With Special Needs Paredes, Jayeth; Montillano, Allen Cris; Pendon , Fernando T
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 4 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i4.533

Abstract

This transcendental phenomenological study explored the lived experiences of public elementary school heads in the Division of Cabuyao in supporting teachers who handle learners with special needs in inclusive classrooms. Anchored on the principles of inclusive education and grounded in the theories of Behaviorism-Based Inclusive Education and Social Support, the research aimed to understand the nature, challenges, and strategies of school leaders in fostering inclusive practices. Through in-depth interviews with ten school heads, the study revealed that both tangible (instructional materials, learning tools) and intangible (technical assistance, emotional support, mentoring) forms of support are essential in empowering teachers to manage inclusive classrooms effectively. The findings also highlighted significant challenges such as lack of training, limited resources, behavioral complexities of learners, and parental denial. From the thematic analysis, ten core themes emerged, including comprehensive support systems, empathetic leadership, collaborative feedback mechanisms, and the importance of continuous professional development. These insights informed the development of the Systematic Mechanism and Appropriate Response Techniques (SMART) framework—a strategic model designed to guide school heads in enhancing their support systems for inclusive education. The study concludes that sustaining inclusivity requires a holistic, collaborative, and policy-aligned approach that empowers both teachers and school leaders. It recommends strengthening partnerships with stakeholders, embedding inclusive practices in school culture, and institutionalizing continuous capacity-building initiatives.
Co-Authors Babiano, Emilia H. Gabor, Edward Francis Paredes, Jayeth Pendon , Fernando T