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All Journal International Journal of Scientific Multidisciplinary Research (IJSMR) Journal of Learning on History and Social Sciences
Osias Kit T. Kilag
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Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Social Sciences Other

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Building Leadership Skills in Educational Leadership: A Case Study of Successful School Principals Osias Kit T. Kilag; Marsha Heyrosa-Malbas; Durivil D. Ibañez; Gliezel A. Samson; John Michael Sasan
International Journal of Scientific Multidisciplinary Research Vol. 1 No. 8 (2023): September 2023
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ijsmr.v1i8.3571

Abstract

This study examined the key characteristics and practices of successful school principals, as perceived by teachers, parents, and students. Four themes emerged from the data: collaborative decision-making, relationship building, continuous professional development, and visionary leadership. Successful principals were found to prioritize collaboration, involving all members of the school community in decision-making processes, and building positive relationships with staff, students, and parents. They also placed a strong emphasis on continuous professional development, both for themselves and their staff, and were able to articulate a clear vision for their school and communicate that vision effectively to all stakeholders. The study highlights the importance of effective school leadership in promoting a positive school culture and improving student achievement. The findings suggest that successful school leaders must be able to work collaboratively, build positive relationships, prioritize ongoing professional development, and articulate a clear vision for their school. These characteristics and practices can serve as a guide for aspiring and current school leaders, as well as for those involved in the recruitment and selection of school principals
Anger and Stress Management Techniques for Successful Educational Leadership Osias Kit T. Kilag; Jackelyn B.Yamson; Manilyn T. Bocao; Nelson A. Cordova Jr; John Michael Sasan
International Journal of Scientific Multidisciplinary Research Vol. 1 No. 9 (2023): October 2023
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ijsmr.v1i9.3578

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
Integrating Lev Vygotsky’s Sociocultural Theory into Online Instruction: A Case Study Osias Kit T. Kilag; Desiree Ann F. Maghanoy; Kristie Rose D. Dela Calzada-Seraña; Ruby B. Ponte
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.v1i1.6

Abstract

This case study examines the integration of Sociocultural Theory (SCT) into an online course and its impact on learning outcomes and sense of community among senior high school students. Data were collected through pre- and post-course surveys, semi-structured interviews with the instructor and a subset of five students, and observations of the course discussions. Thematic analysis revealed four major themes: increased engagement and participation, improved learning outcomes, enhanced sense of community, and challenges and limitations. The findings suggest that integrating SCT principles into online instruction can lead to increased engagement and participation, improved learning outcomes, and enhanced sense of community among learners. The study also highlights some challenges and limitations, such as the need for clear guidelines and support for both instructors and students, and the importance of addressing the digital divide and ensuring access to technology and resources. This study contributes to the growing body of research on the application of SCT to online instruction and provides insights that can inform the development of effective online instructional practices that support learners' social and cultural experiences. The implications of this study are relevant for educators and instructional designers who seek to enhance the quality of online instruction and promote effective and inclusive learning environments. Future research in this area may further explore the impact of SCT on other aspects of online learning, such as motivation, self-regulated learning, and intercultural communication. Additionally, research can investigate the potential of integrating SCT into other educational contexts, such as blended or hybrid learning environments.
Co-Authors Desiree Ann F. Maghanoy Durivil D. Ibañez Gliezel A. Samson Jackelyn B.Yamson John Michael Sasan Kristie Rose D. Dela Calzada-Seraña Manilyn T. Bocao Marsha Heyrosa-Malbas Nelson A. Cordova Jr Ruby B. Ponte