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p-Index From 2021 - 2026
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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Ravana, Leila L.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Challenges and Motivation Influencing Work Engagement of High School Teachers in Zone 1, Schools Division of Zambales Lopez, Catherine C.; Ravana, Leila L.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 7 (2025): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.06.07.28

Abstract

Teaching is one of the most stressful occupations. Investigating the challenges and motivation influencing work engagement of high school teachers, intrinsic and extrinsic motivations are pivotal for cultivating a positive and satisfying mindset. The study aims to identify the specific challenges and motivations experienced by teachers. The researcher employed a quantitative research method The findings of the study indicate that most teacher-respondents are female, early middle-aged, married, and hold the position of Teacher I, with additional academic units towards a master’s degree. Interestingly, the teacher-respondents generally disagreed on encountering significant challenges in their work engagement. However, they unanimously agreed on the crucial role played by both intrinsic and extrinsic motivations in shaping their work engagement levels. Furthermore, the study revealed that there were no significant differences in the perceived challenges affecting teacher work engagement when respondents were grouped according to sex, age, civil status, teaching position, or highest educational attainment. These findings shed light on the demographic profile of teachers in the area under study and emphasize the importance of intrinsic and extrinsic motivators in fostering their engagement in the workplace. The study identified significant differences in teacher motivation based on their attitudes towards the teaching profession and the level of autonomy support they received. In response to these findings, the proposed intervention plan aims to tackle the identified challenges in work engagement and enhance teacher motivation. By addressing these issues, the intervention plan seeks to create a more supportive and motivating environment for teachers.
The Experiences of Elementary Learners in the National Learning Camp (NLC) Program of DepEd, Division of Zambales, Philippines Fronda, Elbert D.; De Guzman, Marie Fe D.; Ravana, Leila L.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 2 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.02.21

Abstract

This study utilized a phenomenological research methodology to explore the lived experiences of elementary Grade 3 pupils in Zone 2, Division of Zambales, who participated in the National Learning Camp (NLC) program. Participants were selected via purposive sampling, ensuring they met specific criteria including: (1) was a bona fide grade 3 pupil participating in the NLC program; (2) had completed at least one full cycle of the NLC program; (3) whose parents/guardians had provided written informed consent for their participation in the study; and (4) was able to communicate their thoughts and experiences clearly and effectively. Qualitative data were gathered through in-depth semi-structured interviews and focus group discussions and subsequently analyzed using Bingham's five-phase thematic analysis. The findings show that the National Learning Camp successfully created a positive and engaging learning environment for pupils; and enriching experiences in reading and game-based activities. The participants described the challenges in terms of environmental, resources and pedagogical; and emotional struggles. Despite the identified challenges, pupils particularly valued the NLC's impact on basic literacy and their overall perception of learning, crediting to their supportive teachers for much of this success. To further enhance the program, pupils recommend strengthening foundational skills through engaging, hands-on activities, providing personalized attention, and optimizing program duration and resources.
Multi-Grade Teaching: Experiences of Elementary Teachers of Zone 2, DepEd Division of Zambales, Philippines Fronda, Wilbert B.; De Guzman, Marie Fe D.; Ravana, Leila L.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 2 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.02.19

Abstract

This study aimed to deeply understand the lived experiences of elementary teachers in multi-grade classrooms in Zone 2, Division of Zambales, Philippines. Employing a qualitative, phenomenological research design, the methodology involved in-depth interviews and observations with 15 purposively sampled multigrade teachers from Botolan and Palauig Districts. Data analysis was systematically conducted using Braun & Clarke's six-step thematic process. Key findings revealed that multigrade teaching is both highly demanding and deeply fulfilling. Teachers face significant challenges, including adapting to diverse learners and curricula, managing limited resources, and handling intensive planning and workload, often leading to emotional strain. Despite this, they derive sense of satisfaction from witnessing student growth, fostering strong learning communities, and experiencing personal and professional transformation. Teachers employ multifaceted coping strategies such as determination, proactive approaches, for instance differentiated instruction; and building supportive classroom communities. The study concludes that these educators exhibit remarkable resilience and ingenuity, and their effectiveness hinges on a robust, interconnected support system encompassing specialized professional development, adequate resources, and comprehensive collaborative and administrative backing.
Co-Authors De Guzman, Marie Fe D. Fronda, Elbert D. Fronda, Wilbert B. Lopez, Catherine C.