Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal IAES International Journal of Artificial Intelligence (IJ-AI) International Journal of Evaluation and Research in Education (IJERE)
Amante, Ivy F.
Unknown Affiliation
Computer Science & IT Education Engineering

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Unveiling the emotional labor of overseas Filipino international teachers Baylosis, Leomar O.; Amante, Ivy F.; Banguis, Rovy M.; Genovia, Aldin Paul S.; Cedeño, Shem A.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34579

Abstract

Emotional labor at work typically manifests through surface acting and deep acting. This phenomenological study examines the emotional labor experienced by 15 international Filipino teachers working in the United States, Saudi Arabia, and Thailand. Guided by self-determination theory (SDT), the research explores their reasons for teaching abroad, as well as the challenges they face and how they navigate them emotionally. A qualitative design was employed using semi-structured interviews and framed narratives. Each participant engaged in one individual interview and one focus group discussion. Data were analyzed using interpretative phenomenological analysis (IPA) to generate key themes. Findings show that deep acting involves emotional control, display of positive emotions, emotional exhaustion, experience of negative emotions, and emotional indifference toward self. In contrast, surface acting includes masking emotions, projecting artificial feelings, and withdrawal behaviors. The five major themes emerged as contributing factors to emotional labor: cultural adjustment, language barrier, professional challenges, limited support networks, and work-life balance. Coping strategies identified include emotional regulation, positive cognitive response, support from family and peers, and participation in recreational activities. These nuanced findings offer important insights for international teacher preparation, emotional well-being, and future research on cross-cultural educational contexts.
Generative artificial intelligence as powered writing tools in academic writing Gonzaga, Exequiel B.; Manguda, Nasrah A.; Tado, Rodelina B.; Amante, Ivy F.; Banguis, Rovy M.; Cedeño, Shem A.; Montaña, Joveth Jay D.; Apilar, Jai Rondo S.
IAES International Journal of Artificial Intelligence (IJ-AI) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijai.v15.i2.pp1121-1131

Abstract

Generative Artificial Intelligence (GAI) as a writing tool is rampantly developing and attracting attention in academic writing. This study aimed to analyze the use of GAI as an AI-powered writing tool in academic writing among college students. By using a mixed method design with criterion purposive sampling, the researchers gathered the data from eighty students through a survey and selected individuals from all year levels underwent interviews. Descriptive statistics and thematic analysis were used to analyze their perceptions and integration of GAI tools. The result reveals mainly high levels of perception: knowledge perception, “High”; frequency and extent of use, “Average”; impact on academic writing, “High”; and integration with human writers, “High”. The study further identified that the students integrate GAI writing tools to improve writing quality, efficiency, and productivity. On the other hand, their disadvantages include over-reliance on GAI tools and inaccuracy issues. The findings suggest that GAI tools integration improves academic writing, but negatively impacts the students’ character. This study stresses the importance of moderation in using GAI writing tools and recommends looking further into the different ways of effective integration.
Co-Authors Apilar, Jai Rondo S. Banguis, Rovy M. Baylosis, Leomar O. Cedeño, Shem A. Genovia, Aldin Paul S. Gonzaga, Exequiel B. Manguda, Nasrah A. Montaña, Joveth Jay D. Tado, Rodelina B.