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.
Articles
105 Documents
<![CDATA[A Mixed Study on the School Head's and Teacher's Self-Efficacy and School Performance: An Input for Policy Enhancement for Social Media Learning in the Philippines during the New Normal ]]>
<![CDATA[Marivi R Escobin]]>;
<![CDATA[Alberto D Yazon]]>;
<![CDATA[Consorcia S Tan]]>;
<![CDATA[Marcial M Bandoy]]>;
<![CDATA[Lerma P Buenvinida]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.1088
<![CDATA[The emergence of the COVID-19 pandemic created a radical transformation in teaching-learning in schools worldwide. This phenomenon challenged the self-efficacy of teachers and school heads in public schools in the Philippines, specifically on how to apply social media learning, which is a new modality. Through a mixed research method, 232 schoolteachers and 26 school heads participated in answering an adopted modified questionnaire; and ten school personnel participated in answering a researcher-made interview guide. The findings showed that profile variables such as age, sex, educational background, and length of service did not significantly correlate with school performance. In contrast, the challenges associated with self-efficacy in terms of educational management, instructional leadership, moral leadership, and application of social media learning tools were all significantly correlated with school performance. This indicated that self-efficacy improves school performance in both teachers and school heads and is influenced by their positive and healthy attitudes. From the qualitative data, the derived themes have implications with economic conditions, knowledge, and skills on the application of technology, transfer of knowledge to students, maintaining coordination, collaboration, and support from educational stakeholders, curriculum design and adherence with educational standards, imposing disciplinary measures, and compliance with school requirements. Officials in the educational setting should consider upgrading policies on personnel capability and capacity building, enhancing professional development, and equipping them with the application of modern teaching methods. All these concepts were considered in a proposed recommendation to the Department of Education, Philippines, for policy enhancement.]]>
<![CDATA[Relationship of School Heads’ Managerial Competencies for Promoting Positive Teacher’s Resilience in the New Normal: A Descriptive -Correlational Approach ]]>
<![CDATA[Arlene M Aala]]>;
<![CDATA[Lerma P Buenvinida]]>;
<![CDATA[Consorcia S Tan]]>;
<![CDATA[Alberto D Yazon]]>;
<![CDATA[Karen A Manaig]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v5i1.1090
<![CDATA[The Philippines' current disaster mitigation and adaptation landscape this school year has brought a significant challenge to the education system as a result of the COVID-19 pandemic. Adversity and the resilience of people to hazards were experienced while combating this pandemic. Crisis and risk management systems are required to help prevent disease outbreaks and pandemics from affecting education communities. This point of view guides teachers, institutional heads, and authorities on how to deal with the crisis. The previous year saw many people face unexpected stress and adversity as a result of the worldwide outbreak of the coronavirus disease (COVID-19). As the number of challenges in providing basic education to students grows, school leaders and teachers must develop resilience in surviving and overcoming adversity. This study pursued to determine the relationship between school heads' managerial competencies to teachers' positive resilience in the new normal. A descriptive-correlational research design determined the relationship between the level of school heads' managerial competencies, and the level of teachers' positive resilience in the new normal within the four City Schools Divisions in Laguna for the school year 2021-2022. The study included 503 public school elementary teachers in the positions of teachers I-III and master teachers I-II as respondents. Using the Competency Framework for Southeast Asian School Heads (2014), and The Resilience Scale for Adults (2015), data gathering via an online platform was utilized. Frequency, percentage, mean, standard deviation, Pearson product-moment of correlation, and hierarchical linear regression were the statistical tools utilized to analyze and interpret the data gathered. Findings revealed that the school heads were practicing well in each construct of managerial competencies and each construct of positive resilience. The level of teachers' positive resilience in the new normal resulted in a very high level in terms of establishing friendly relationships easily. The researcher, therefore, concluded that when school heads demonstrated a high level of managerial competencies in terms of strategic thinking and innovation, instructional leadership, personal excellence, stakeholders' engagement, and managerial competencies, a better positive resilience may be expected to all the teachers in the new normal.]]>
<![CDATA[Leadership Practices, Adversity Quotient, And School-Based Management Practices In The New Normal: A Descriptive-Correlational Approach ]]>
<![CDATA[Mary Kris Faye D Aya]]>;
<![CDATA[Lerma P Buenvinida]]>;
<![CDATA[Consorcia S Tan]]>;
<![CDATA[Marcial M Bandoy]]>;
<![CDATA[Karen A Manaig]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.1091
<![CDATA[This study investigated the relationship between the leadership practices, adversity quotient, and school-based management practices in the new normal. It employed a descriptive-correlational design with an online survey as the primary data collection tool. The respondents are 104 school heads and 597 teachers from public elementary schools in the City Schools Divisions of Biñan, Cabuyao, Calamba, and Sta. Rosa. Frequency Count, Percentage, Mean, Standard Deviation, and Pearson Product Moment of Correlation were the statistical tools utilized to analyze and interpret the data gathered. The findings revealed that school heads highly practiced the new normal leadership practices in terms of adaptability, decision-making, and planning and implementation as perceived by teachers. For the adversity quotient, teachers indicated below average adversity quotient while the school heads indicated average adversity quotient. The respondents assessed the extent of SBM practices as the presence of evidence indicating practices and procedures satisfying quality standards. Correlation analyses denoted a significant relationship between perceived school heads' leadership practices and assessed SBM practices and between teachers' adversity quotient and assessed SBM practices. Only the control dimension of the adversity quotient of school heads indicated a significant relationship with assessed SBM practices in terms of leadership and governance, accountability and continuous improvement, and management of resources.]]>
<![CDATA[A Phenomenological Studies of Special Education Teachers and Parents Lived Experiences In Upholding Learners With Disability (Lwd) In Transition Program During Pandemic ]]>
<![CDATA[Sheila J Villareal]]>;
<![CDATA[Francisco P Panopio Jr]]>;
<![CDATA[Consortia S Tan]]>;
<![CDATA[Marcial M Bandoy]]>;
<![CDATA[Lerma P Buenvinida]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.1116
<![CDATA[The implementation of a transition program for special education students is hardcore during face-to-face and it became more difficult to implement during distance education. The research aimed to explore the essence of the experiences of Special Education (SPED) teachers and parents under the transition curriculum. This study utilized qualitative design. Particularly, this study employed a phenomenological research design. The participants of this study were eight (8) parents having LWD at home enrolled in the school SY 2021-2022 under Special Education Program and five (5) SPED teachers. The information and replies of the participants were gathered using a semi-structured interview guide. Coding and triangulation were done to analyze and identify the emerging theme. The emerging themes for the teachers lived experiences revealed flexibility and adaptability in times of pandemic, the power of communication, and effective problem-solving strategies. For the parents, the main themes that emerged from their testimonies were the needs for assistance and parent as a manager. The findings also revealed that all problems related to the transition curriculum were addressed and solved by teachers and parents by working with each other. Knowing how parents struggles due to their work and parental roles helped the teachers to understand them and help them build a strong relationship based on trust and understanding. The researcher recommended that the school may intensify the relationship between the teachers and parents by improving communication, collaboration, and cooperation between them. To help the parents more in assisting their kids, parenting techniques, mentoring, and coaching programs may be provided.]]>
<![CDATA[Effectiveness of Home Economics Learning Commons (HELCs) in Enhancing the Academic Performance of Grade 5 Learners: A Quasi-Experimental Research ]]>
<![CDATA[Grace C. Endaya]]>;
<![CDATA[Karen A. Manaig]]>;
<![CDATA[Alberto D. Yazon]]>;
<![CDATA[John Frederick B. Tesoro]]>;
<![CDATA[Erica B. Tabuac]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.1138
<![CDATA[This quasi-experimental research design determined the effectiveness of the Home Economics Learning Commons (HELCs) in improving the academic performance of Grade 5 learners. It utilized the formative, summative, and post-tests as part of the research instruments. Match-pairing technique was used to determine the participants of the study. The said participants were the Grade 5 pupils from five different Cabuyao Elementary Schools. The comparison group consisted of students enrolled in the Online Distance Learning modality, while the experimental group consisted of students enrolled in the Modular Distance Learning modality. Based on the data gathered, it revealed that the mean scores in the formative test were high in both the comparison and experimental groups, while the mean scores in the summative test varied from 54-73% and were interpreted as average to near to mastery; and mean scores in the post-test ranged from 14-18.50%, considered as average to high. There was a substantial difference in the Pre-test and Post-test Mean Scores of the five participating schools' Comparison and Experimental Groups, according to the results of the Paired t-Test. Hence, the study concluded that there is a significant difference between the formative tests' mean scores of the two groups. Likewise, there is a significant difference between the post-test mean scores of the two groups. Lastly, there is a significant difference between the pre-test and post-test mean scores of each group. As a result, it was established that HELCs have a considerable positive effect on students' academic achievement.]]>
<![CDATA[Enhancing Numeracy and Literacy Skills of Grade I Pupils through a Parent-Induced Learning Program: Ilaw sa Lilim for Para Teachers Coping with Bereavement ]]>
<![CDATA[Mary Jean T. Belarmino]]>;
<![CDATA[Victoria E. Tamban]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v5i1.1143
<![CDATA[Literacy refers to the ability of learners to comprehend, analyze, and creatively construct written and printed materials associated with various contexts, whereas numeracy refers to the ability to analyze and interpret numerical principles (UNESCO). The active involvement and participation of the parents in the education of their child is far greater now in the new normal compared to the previous setting. This study aimed to determine the effectiveness of parent-induced learning, namely "Ilaw Sa Lilim Ang Para teachers Kong Natay": an intervention program to enhance Grade I Pupils’ Numeracy and Literacy Skills. Through descriptive research design, the study involved 11 parents of those pupils who struggle with language literacy and numeracy who had voluntarily undergone online parental training for two weeks. Also, the statistical tools used in this study were mean, standard deviation, and dependent t-test. Through the mean scores in pre-test and post-test, the results showed that pupils scored in language literacy in terms of phonological awareness, alphabet knowledge, fluency, and reading comprehension. And in numeracy skills in terms of counting, basic arithmetic, number symbols, and recognizing symbols, all significantly improved their rating after the intervention program. The results also revealed a significant difference between the pre-test and post-test mean scores of Grade 1 Pupils in Language Literacy and Numeracy Skills indicating an improvement in their statistical value. Thus, the researcher recommends strengthening the communication link among the parents by tapping them to be actively involved in school and academic-related activities. Also, integrate the intervention program into the curriculum to consistently check and upgrade its needs and applicability, especially in the challenge of the new normal, by considering including it in any future training among the parents. Effective, practical, and feasible pedagogical skills that would meet the different learning styles and interests of the children so as to maintain their span of attention.]]>
<![CDATA[Nexus between Principals’ Instructional Responsibilities and Secondary School Effectiveness ]]>
<![CDATA[Adeseko Sunday Olaifa]]>;
<![CDATA[Omotayo Adewale Awodiji]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v5i1.1186
<![CDATA[Success in school is attributed to regular evaluation of teaching and learning, an emphasis on professional growth, and a positive learning environment. This study investigated the correlation between school effectiveness and principals’ instructional responsibilities. A correlational design of post-positivism was adopted in this study. All 7059 teachers employed by the 347 public senior secondary schools in Kwara State, Nigeria, made up the study's population. A systematic sampling technique was used to select 558 participants. Five hundred and fifty-eight participants were chosen using a systematic sampling method. The findings show a significant nexus between principals’ instructional responsibilities and the effectiveness of secondary schools. Therefore, it recommends that to enhance school effectiveness, principals should be provided with induction courses at their appointment as principals to acquaint them with relevant knowledge on the importance of instructional responsibilities.]]>
<![CDATA[School Principal Administrative-Supervisory Leadership During the Pandemic: A Phenomenological Qualitative Study ]]>
<![CDATA[Francisca T Uy]]>;
<![CDATA[John Michael Sasan]]>;
<![CDATA[Osias Kit Kilag]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v5i1.1208
<![CDATA[This qualitative study aims to explore the administrative-supervisory leadership experiences and perspectives of fifteen (15) school principals in the Division of Toledo City, Cebu, DepEd Region VII, during the COVID-19 pandemic crisis. The research utilized a descriptive phenomenological approach, which involved face-to-face semi-structured interviews, observation notes, and documentation. Thematic analysis was employed to analyze the data in six steps, including familiarization, coding, creating themes, reviewing themes, defining and naming themes, and creating a report. The findings of the study revealed that principals faced various challenges during the pandemic crisis, including maintaining the continuity of learning, ensuring the safety of students and teachers, managing resources, and supporting the well-being of school personnel. Despite these challenges, the principals demonstrated strong leadership skills by adapting to the situation, collaborating with stakeholders, and implementing innovative strategies. The study's limitations include a small sample size and a specific geographic location, which limits the generalizability of the findings. This study contributes to the understanding of how school principals experience and navigate leadership during a crisis, particularly in the context of the COVID-19 pandemic. The practical implications of this study suggest that school leaders should prioritize collaboration and adaptability in crisis management, support the well-being of school personnel, and implement innovative strategies to address challenges. The study's novelty lies in its application of a phenomenological approach to explore the subjective experiences of school principals during the COVID-19 pandemic crisis.]]>
<![CDATA[Experiences of Teachers in Upland Schools: A Phenomenological Study ]]>
<![CDATA[Myla Isip]]>;
<![CDATA[Jayfee Alcantara]]>;
<![CDATA[Aileen Koh]]>;
<![CDATA[Justin Paul Serrano]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v5i1.1300
<![CDATA[This research study used a descriptive qualitative phenomenological research design which provides a narrative context based on personal experiences. The participants of the study were four teachers, teaching in highland elementary campuses for more than a year. The data were contextualized from participants in depth statement according to the open-ended questionnaire that has been provided during the evaluation. Learners were intellectually challenged, needed to be guided by parents or siblings using supplementary activities given in the modules. With a lack of technological intervention professional teachers in upland areas are having difficulty to monitor the improvement of their learners. Most of the learners cannot fully comply on their academic activities. Learners don’t understand the module, they rely on their elder siblings. Moreover, the common struggles of the teachers is the risk in travelling due to the topographical settings. Common disadvantage teaching in upland and remote campuses was the unsuited learning curriculum for the learners. Provided learning guide were not culture based, which means, learners are having difficulty in understanding which translate to haphazard learning development. Participants stated that their students are struggling in self-learning method, considering that most of the parents of these learners are illiterate. Therefore, it suggests developing a mode of learning delivery based on the learner’s capacity to learn and improve. In spite of all the struggles, there was enjoyment. Most of them perceived that the common advantage in upland schools is having a small class size. Thus, teachers can focus in teaching.]]>
