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All Journal IJIE Journal of Learning on History and Social Sciences Journal of Higher Education and Academic Advancement
Kilag, Osias Kit T.
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Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Anger and Stress Management Techniques for Successful Educational Leadership Kilag, Osias Kit T.; Yamson, Jackelyn B.; Bocao, Manilyn T.; Jr., Nelson A. Cordova
International Journal on Integrated Education Vol. 6 No. 6 (2023): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v6i6.4461

Abstract

This study aimed to investigate the effectiveness of an anger and stress management intervention program on school leaders' burnout, stress, anger, and leadership skills. The study utilized a pre-test, post-test, and follow-up design and collected quantitative data using standardized measures. The study also collected qualitative data through focus group discussions with school leaders at the end of the intervention phase. The data were analyzed using descriptive statistics, paired-sample t-tests, repeated-measures ANOVA, and thematic analysis. The quantitative results showed significant improvements in burnout, stress, anger, and leadership skills among the school leaders who participated in the intervention program. The qualitative findings revealed four main themes: increased self-awareness and emotional regulation, improved communication and conflict resolution skills, enhanced problem-solving and decision-making skills, and improved work-life balance and well-being. The study suggests that anger and stress management interventions can be effective in improving school leaders' well-being and leadership skills. These findings have practical implications for educational institutions and policymakers to implement anger and stress management interventions to support the well-being of school leaders and improve the quality of education. Future research could explore the long-term effects of such interventions and investigate the most effective approaches to implement them in different educational settings.
Maria Montessori's Pedagogy and its Potential to Promote Peace Education in the Philippines Kilag, Osias Kit T.; Heyrosa-Malbas, Marsha; Villar, Se P.; Arong, Susan L.
International Journal on Integrated Education Vol. 6 No. 6 (2023): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v6i6.4462

Abstract

This study aims to explore the potential of Montessori's pedagogy in promoting peace education in the Philippines. Using a qualitative research design, the study collected data from 10 participants, including teachers, parents, and Montessori school administrators. The findings of the study suggest that Montessori's approach can contribute to peace education by promoting a child-centered and experiential learning environment, which can foster critical thinking skills and empathy towards others. Moreover, the study identified several challenges to implementing Montessori's pedagogy in the Philippine context, such as the lack of awareness and understanding of the approach among educators and parents, limited availability of trained Montessori teachers, and the lack of resources and support for implementing the approach in schools. The study also proposed strategies for adapting and implementing Montessori's pedagogy in the Philippine context, such as providing training and professional development for teachers, building awareness and understanding of the approach among parents and educators, and developing partnerships and collaborations between Montessori schools and other educational institutions in the Philippines. The study concludes that Montessori's approach has the potential to promote peace education in the Philippines, but more efforts are needed to overcome the challenges and effectively implement the approach in schools.
Importance of Upskilling and Reskilling in Educational Leadership and Management Kilag, Osias Kit T.; Padilla, Katrine S.; Yorong, Fedelyn S.; Merabedes, July Grace A.
Journal of Learning on History and Social Sciences Vol. 1 No. 1 (2024): European Journal of Learning on History and Social Sciences
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejlhss.v1i1.12

Abstract

This research study investigates the impact of upskilling and reskilling initiatives for educational leadership and management on student learning outcomes, teacher retention, and school culture. The study involves a mixed-methods approach, which includes surveys, interviews, and document analysis, to gather data from educational leaders and teachers from various schools in the Philippines. The findings of the study reveal that upskilling and reskilling initiatives for educational leadership and management can have a positive impact on student learning outcomes, teacher retention, and school culture. The study identifies key competencies and skills necessary for effective educational leadership and management and highlights effective pedagogical approaches and training methods for upskilling and reskilling initiatives. Comparing the findings to previous studies, the research supports the idea that investing in upskilling and reskilling initiatives for educational leaders and teachers is crucial for improving student learning outcomes and school culture. Furthermore, the study suggests that a holistic approach that focuses on both technical and soft skills development is necessary for the success of upskilling and reskilling initiatives. In conclusion, this study provides valuable insights into the impact of upskilling and reskilling initiatives for educational leadership and management. The findings highlight the importance of investing in professional development for educational leaders and teachers to improve student learning outcomes, teacher retention, and school culture. The study provides practical recommendations for the design and implementation of upskilling and reskilling initiatives and suggests methods for measuring their impact. Ultimately, this research contributes to the growing body of literature on effective educational leadership and management and offers guidance for educational policymakers, administrators, and teachers seeking to improve their professional development programs.
Technical Vocational Education in the Philippines for Sustainable Development Kilag, Osias Kit T.; Mag-aso, Japeth N.; Poloyapoy, Karl Brian M.; Gamboa, Ann Carmel H.; Mantua, Angel Magdalene V.; Rivamonte, Wilma D.
Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i2.102

Abstract

This research aims to investigate the role of Technical and Vocational Education (TVE) in promoting sustainable development in the Philippines. A review of related literature was conducted to identify best practices and strategies for promoting the development of the TVE sector. The findings of this research suggest that updating curricula, investment in infrastructure and technology, and a stronger emphasis on lifelong learning can help to promote sustainable development in the Philippines. Additionally, the integration of green skills and environmental education and partnerships with industry can play a crucial role in promoting sustainable development. This research highlights the importance of addressing the challenges facing the TVE sector, including the need for innovative pedagogical approaches and investment in infrastructure and technology. The government, educators, and the private sector have a critical role to play in promoting the development of the TVE sector and ensuring its continued contribution to sustainable development in the Philippines.
The Practice of Peace Education: Applied Research on Peace Education in the Twenty-First Century Kilag, Osias Kit T.; Mambaje, Odilon C.; Rabi, Amor A.; C. Uy, Jhonrey; Miñoza, Elaine G.; Padilla, John Byron G.
Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i2.104

Abstract

This study explores the practice of peace education in the Philippines in the twenty-first century. Data were collected through interviews and focus group discussions with teachers and students from various schools. Thematic analysis was used to analyze the data, which revealed several key findings. First, the implementation of peace education varies across schools, with some schools prioritizing it more than others. Second, teachers play a crucial role in promoting peace education, particularly those who are passionate about the topic and receive training and support in this area. Third, peace education should be integrated into the formal curriculum and tailored to be age-appropriate and culturally relevant. Fourth, the lack of resources and support is a major challenge in promoting peace education. Fifth, social justice education is an important component of peace education. Lastly, peace education should be promoted at all levels of education, from primary school to university. Overall, the findings highlight the importance of prioritizing peace education and providing resources and support to educators in promoting it. By integrating peace education into the formal curriculum and tailoring it to be age-appropriate and culturally relevant, students can develop positive values and attitudes towards peace and conflict resolution.
The Views of the Faculty on the Effectiveness of Teacher Education Programs in Developing Lifelong Learning Competence Kilag, Osias Kit T.; Malbas, Marsha H.; Miñoza, Jayson R.; Ledesma, Millaine Mariel R.; Vestal, Ann Bernasyl E.; Sasan, John Michael V.
Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i2.106

Abstract

The purpose of this research is to analyze the views of faculty members on the success of teacher education programs in developing lifelong learning competence. A review of the literature was conducted to gather information on the opinions of faculty members and to identify the key factors that they believe contribute to the success of teacher education programs in this regard. The results of the literature review suggest that the views of faculty members on the success of teacher education programs in developing lifelong learning competence are mixed. Some faculty members believe that these programs are successful in preparing students for a lifetime of learning, while others believe that there is room for improvement. Faculty members who believe that teacher education programs are successful in developing lifelong learning competence often point to the use of hands-on, practical experiences, the incorporation of technology, and opportunities for professional development as key factors in this success. Those who believe that there is room for improvement recommend incorporating more hands-on, practical experiences, providing opportunities for professional development, and incorporating technology in new and innovative ways. In conclusion, the views of faculty members on the success of teacher education programs in developing lifelong learning competence are diverse and complex. Further research is needed to determine the most effective ways to prepare students for a lifetime of learning and to assess the success of teacher education programs in this regard.
Transformational Leadership and Educational Innovation Kilag, Osias Kit T.; Malbas, Marsha H.; Nengasca, Ma. Kenneth S.; Longakit, Lifejeana Jesusa H.; Celin, Leonora C.; Pasigui, Ronnie; Valenzona, Maria Ashley Vannesa N.
Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i2.107

Abstract

This study explores the relationship between transformational leadership and educational innovation in primary and secondary schools. The study used a qualitative phenomenological research design and conducted in-depth interviews with six school heads in Toledo City Division. The results of the study show that transformational leadership plays a critical role in promoting and supporting educational innovation in schools. Transformational leaders empower teachers and other stakeholders to participate in the implementation of educational innovation initiatives and create a positive and supportive learning environment that fosters growth and development. The findings of this study provide valuable insights for educational leaders, policy makers, and practitioners on the importance of transformational leadership in promoting and supporting educational innovation in schools.
Co-Authors Arong, Susan L. Bocao, Manilyn T. C. Uy, Jhonrey Celin, Leonora C. Gamboa, Ann Carmel H. Heyrosa-Malbas, Marsha Jr., Nelson A. Cordova Ledesma, Millaine Mariel R. Longakit, Lifejeana Jesusa H. Mag-aso, Japeth N. Malbas, Marsha H. Mambaje, Odilon C. Mantua, Angel Magdalene V. Merabedes, July Grace A. Miñoza, Elaine G. Miñoza, Jayson R. Nengasca, Ma. Kenneth S. Padilla, John Byron G. Padilla, Katrine S. Pasigui, Ronnie Poloyapoy, Karl Brian M. Rabi, Amor A. Rivamonte, Wilma D. Sasan, John Michael V. Valenzona, Maria Ashley Vannesa N. Vestal, Ann Bernasyl E. Villar, Se P. Yamson, Jackelyn B. Yorong, Fedelyn S.