International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE)
International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) are research, study, and analysis related to early childhood, including: Child development: The topic covers child development, especially grades 1–9 for school, emotional development, moral development, intelligence, Cognitive psychology: The topic covers, but is not limited to, short-term and long-term memory, perception (visual and auditory), working memory, visual memory, auditory memory, attention, and local reasoning (inductive and deductive). Sociology in School Learning and Teaching: The topic covers, but is not limited to, the social integration of education, socialization, social placement, and social and cultural innovation. Methodologies of teaching and learning: The topic covers, but is not limited to, the teaching method in Digital Revolution 4.0, the metacognitive teaching method, the cooperative teaching method, student-centered learning, and assessment in learning and teaching. Technologies of teaching and learning: The topic covers but not limited to, Teaching technology in Digital revolution 4.0, distance and online learning, evaluation of distance learning, and the effectiveness of distance learning Curriculum review and research: The topic covers, but is not limited to, curriculum and instruction, curriculum development, curriculum evaluation, and the support elements of an effective curriculum. school- and community-based management. The topic covers, but not limited to school-based management, parent participation in School-based management, school-community relations, and community development (economical, social and physical) The topic also opens for high-quality studies of teaching and learning processes, school leadership and policy, instructional methods and programs, assessment practices, and advances in learning technologies, especially in elementary and secondary school education. The Editors encourage the submission of a variety of manuscripts: reports of empirical research, including experiments, quasi-experiments, case studies, ethnographies, design research, and surveys; philosophical or historical analyses; integrative literature reviews; and theoretical analyses.
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<![CDATA[The Lenses and Experiences of Grade 10 English Teachers on Distance Learning Modalities: A Phenomenological Study ]]>
<![CDATA[Fraulo Fer Marcelo]]>;
<![CDATA[Juana Juanillas]]>;
<![CDATA[Alberto Yazon]]>;
<![CDATA[Karen Manaig]]>;
<![CDATA[John Frederick Tesoro]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 3 No. 2 (2021): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v3i2.681
<![CDATA[ The qualitative existential-phenomenological study aimed to determine, describe, and investigate the perspective and experiences of the English Teachers on the implementation of distance learning modality using appreciative inquiry (AI) as its organizing principle. The participants were Grade 10 English teachers and selected students from public high schools in the Division of Santa Rosa City, Laguna, Philippines. Specifically, it addressed two central objectives: determine the best and most positive perspective and experiences of the English teachers in the implementation of distance learning modalities and determine the futuristic views of the English teachers on distance learning modalities for its successful implementation. As to the best and most positive lenses and experiences of the English teachers of Grade 10 English teachers on distance learning modalities, there were 20 themes generated. Likewise, as to the futuristic views of the English teachers on distance learning modalities for its successful implementation, 19 themes were developed. Based on the results, several factors that contribute to the development of the positive value system were identified through phenomenological analysis, including personal-related factors, peer-related factors, administration-related factors, stakeholders-related factors, and resources-related factors.]]>
<![CDATA[School Heads’ Leadership Practices in The New Normal, Administrative Disposition, and Readiness of The Public Schools in Laguna ]]>
<![CDATA[Rycel Bungay Villar]]>;
<![CDATA[Alberto D. Yazon]]>;
<![CDATA[Consorcia S. Tan]]>;
<![CDATA[Lerma P. Buenvinida]]>;
<![CDATA[Marcial M. Bandoy]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 3 No. 2 (2021): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v3i2.683
<![CDATA[School heads from the Philippines and around the globe are currently affronted by unexpected levels of adversities. They are facing threats, and which have been perennial to many, if not all, school organizations. This study assessed the relationship between the school heads' leadership practices, administrative disposition, and readiness of the public schools among school principals in the City Schools Divisions in Laguna for the school year 2020-2021. Two hundred five (205) public school principals were the respondents of the study. The researcher utilized the descriptive-correlational research design and self-made questionnaire to assess and measure the variables under study. The statistical tools used to analyze the data gathered were Mean, standard deviation, Pearson r and Multiple Linear Regression Analysis. Findings revealed that the school heads' leadership practices and the administrative disposition were highly practiced during the new normal in the education system. In terms of the readiness of the public schools, the results revealed that the schools are much ready. The school heads' leadership practices and administrative disposition related the readiness of the school. The school heads' leadership practices in terms of resiliency in stress management and the administrative disposition in terms of inclusivity and accommodative significantly predicted the readiness of the public schools in the five City Schools Divisions in Laguna. This research contributed to the school’s governance operations and contingency plan that will be used by the five city schools in the division of Laguna.]]>
<![CDATA[Distance Learning Delivery Modalities Implementation, Resilience Quotient, and Work Performance of Teachers: A Correlational Study in The Philippines ]]>
<![CDATA[Reynald Joseph B. Fonte]]>;
<![CDATA[Alberto D. Yazon]]>;
<![CDATA[Consorcia S. Tan]]>;
<![CDATA[Lerma P. Buenvinida]]>;
<![CDATA[Marcial M. Bandoy]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 3 No. 2 (2021): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v3i2.684
<![CDATA[The study assessed the relationship between the dimensions of Distance Learning Delivery Modality (DLDM) implementation, resilience quotient, and work performance among public secondary teachers in the 5 City Schools Divisions in Laguna for the school year 2020-2021. Eight Hundred Fourteen (814) public school secondary teachers responded to the study. The global outbreak of COVID-19, a highly contagious coronavirus type, poses unprecedented challenges, particularly in education. Like everyone else, teachers face challenges that test their resilience. The researcher employed the descriptive-correlational research design and researcher-made questionnaire for the Level of DLDM implementation and work performance while an adopted questionnaire in measuring the teachers’ resilience quotient at work. Mean, standard deviation, Pearson r and Multiple Linear Regression Analysis were the statistical tools utilized to analyze and interpret the data gathered. Findings revealed that the teachers were implementing the DLDM properly, they were very resilient at work, and their work performance was very satisfactory. The teachers' level of DLDM implementation and resilience quotient affected the teachers' work performance. Four (4) domains of the teachers' resilience quotient, namely finding your calling, staying healthy, interacting cooperatively, and living authentically, and the design construct of the DLDM Implementation significantly predict the work performance of the teachers. School officials and administrators in the teacher training institute may design and conduct different training programs for the teachers that may enhance their level of resilience quotient and work performance in the new normal. Other elements that may predict teacher performance must be investigated in the future.]]>
