British Journal of Teacher Education and Pedagogy
British Journal of Teacher Education and Pedagogy (ISSN: 2755-1482) is a double-blind peer-reviewed, open-access monthly journal published by Al-Kindi Center for Research and Development. It publishes original, significant and rigorous contributions to the field of education. British Journal of Teacher Education and Pedagogy is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes qualitative or quantitative empirical studies, funded research projects and review articles, presented as a critical assessment of the material summarised. With its uniquely broad coverage, all published articles are freely available online immediately to anyone, anywhere, with no subscription or access fees, allowing authors to share their research and maximise its impact.
Al-Kindi Center for Research and Developments
Language Proficiency and Foundational Literacy of Grade One Learners: Basis for A Literacy Skills Enhancement Plan
This study aimed to assess the language and literacy skills of learners. Specifically, it sought to determine the learners’ levels of receptive and expressive language, evaluate their performance in foundational literacy domains such as letter sounds, rhyming words, and letter names, and examine the relationship between language and literacy skills. The study employed a descriptive-correlational research design. Data were gathered using a teacher-administered survey questionnaire adapted from the Department of Education’s Early Childhood Care and Development (ECCD) Checklist and the Comprehensive Rapid Literacy Assessment (CRLA). The statistical tools utilized included weighted mean, standard deviation, frequency count, simple percentage, and Pearson Product-Moment Correlation Coefficient. Findings showed that the learners generally possessed proficient receptive and expressive language skills and strong foundational literacy abilities, although noticeable difficulties remained in phonological awareness, particularly rhyming. The analysis further indicated that language and literacy skills developed independently among the respondents. The study concluded that targeted, structured, and classroom-ready intervention was necessary to strengthen identified gaps. It was recommended that the Literacy Skills Enhancement Plan be fully implemented to reinforce early literacy foundations and support teachers in delivering evidence-based instruction.
Language Skills, Receptive Language, Expressive Language, Literacy Skills
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Evaluating The Implementation and Impact of the Matatag Curriculum in Early Childhood Education Programs
This study examined the implementation of the MATATAGS curriculum in basic education, focusing on its perceived benefits, impact on student learning and development, and the challenges faced by teacher-respondents. A descriptive- correlational research design was employed to gather both quantitative data and determine relationships between variables. The study involved 45 teacher- respondents selected through total population sampling. Descriptive statistics such as frequency, percentage, mean, and standard deviation were used to summarize the responses. Data were collected using a validated researcher-made survey questionnaire, which covered demographic profiles, perceptions on curriculum implementation, perceived benefits, encountered challenges, and the learning process and development of students. Findings revealed that most respondents were female, aged 30–39, with varied years of teaching experience, and the majority were pursuing graduate education. Teachers generally agreed that the curriculum is well-implemented, especially in areas like technology integration, assessment, and lesson clarity. However, challenges such as limited materials, large class sizes, and the need for additional training were identified. The curriculum was perceived to significantly contribute to students’ academic and socio-emotional development. Statistical results showed a strong positive relationship between curriculum implementation and both perceived benefits and learning process and development. These findings highlight the importance of effective curriculum implementation and suggest the need for targeted improvements in teacher support, resource provision, and stakeholder involvement to enhance educational outcomes under the MATATAG curriculum.
MATATAG Curriculum, Early Childhood Education, Curriculum Implementation, Foundational Learning
Investigating Creativity and Resiliency amid Networked Learning in Morocco 2050 Educational Project
This study examines the networked learning model within the Morocco 2050 (M2050) educational project and its influence on creativity and resilience among students and teachers across six schools in five Moroccan academies. Encompassing 100 middle and high school participants, the study aims to investigate the experiences, satisfaction, innovation, and resilience cultivated through M2050's networked learning approach. Utilizing quantitative methodology, data were collected via questionnaires to assess the effects on collaboration, creativity, and resilience. Findings indicate a positive impact, emphasizing M2050's role as a pioneering initiative in addressing 21st-century skills and supporting sustainable educational practices. The project cultivates an ecosystem that promotes adaptability and innovation within educational communities. By examining the potential of networked learning within the M2050 initiative, this study elucidates its contribution to enhancing students' learning outcomes, advancing teachers' professionalism, and reimaging the Moroccan educational provision.
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The Impact of Growth Mindset and Mathematics Anxiety on Students’ Mathematics Achievement
This research aimed to assess the growth mindset, mathematics anxiety, and mathematics achievement of the Grade 7 students at a national high school in Mandaue City, Philippines. This study sought to determine the significant relationships among these variables as basis for an action plan. The descriptive-correlational method was used and adopted questionnaires were the primary data gathering tools. Results revealed that the level of growth mindset and mathematics anxiety experienced by the respondents is “high” which indicates that students are open to exploring new concepts that will help them maximize their potential; however, they still tend to feel anxious, i.e., taking college entrance exams, experiencing pop quizzes, and when receiving grades. The overall mean of students’ mathematics achievement is 10.88 with a standard deviation of 3.80, which indicates that the respondents performed satisfactorily. The analysis of the relationship between the respondents’ level of growth mindset and mathematics achievement had a very weak positive relationship, indicating that mathematics achievement isn’t directly predicted by growth mindset. Conversely, the analysis of the relationship between the respondents’ level of mathematics anxiety experienced and mathematics achievement manifests an inverse connection, which implies that the respondents’ mathematics anxiety varies according to their mathematics performance. This suggests that exhibiting a high level of growth mindset, yet a high level of mathematics anxiety, still disrupts mathematics performance. The results emphasize the crucial role of lowering mathematics anxiety, which would enable motivation, resilience, and improved mathematics achievement. An action plan for improvement is hereby proposed.
Descriptive-correlational research, growth mindset, mathematics achievement, mathematics anxiety, Philippines
Human Resource Training Programs for Teachers in Enhancing Administrative Efficiency in a Government University in Hunan, China
This study examined human resource training programs for teachers designed to enhance administrative efficiency at a government university in Hunan, China. Using a descriptive-comparative-correlational design, data were collected from 340 purposively selected teachers using a validated researcher-developed questionnaire. Results showed that teachers generally perceived the training programs as effective, particularly in meeting professional needs, improving teaching practices, and benefiting from trainers’ expertise and technology-enhanced delivery. However, they suggested improvements in content organization, schedule flexibility, and post-training support. Administrative efficiency was also rated effective, especially in timely material approvals, open communication, and participatory decision-making. Significant differences were observed in teachers’ assessments based on sex, age, educational attainment, and years of service, with more experienced, male, and highly educated teachers viewing administrative operations more positively than younger, less experienced counterparts. The study recommends designing differentiated HR training programs that take into account teachers’ demographic and professional profiles. Training content should align with individual development plans, while modular and blended formats can address scheduling constraints. Continuous follow-up through coaching, peer collaboration, and feedback mechanisms is essential to sustain learning outcomes. Regular evaluation cycles and onboarding initiatives for new teachers are likewise encouraged to foster engagement, inclusivity, and sustained administrative efficiency.
Human Resource Training; Administrative Efficiency; School Administrators; Teachers’ Professional Development
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The Influence of Critical Thinking and Computational Skills on the Problem-Solving Skills of Grade 7 Students
This study evaluated the role of critical thinking and computational skills on problem-solving skills of Grade 7 learners at a National High School in Cebu, Philippines, as a basis for an action plan. Utilizing a descriptive-correlational research design, 142 learners and their parents were selected through random sampling, with data analyzed using frequency counts, weighted mean, percentages, and Pearson’s r. Findings revealed that most respondents were 13-year-old female Grade 7 students (60.38%), with 33.02% of mothers having completed high school and 26.89% of fathers having completed high school as well, while 36.32% of families were below the poverty line, earning less than ₱10,957 monthly. Learners demonstrated strong critical thinking skills, very satisfactory computational skills, and satisfactory problem-solving skills. However, correlation analyses indicated negligible relationships between critical thinking and problem-solving skills and between computational and problem-solving skills. Socioeconomic factors, such as parental education and income, were identified as potential influences on skill development. The study concludes with a recommendation to implement the proposed action plan to address identified gaps and support holistic learner development.
computational thinking skills, critical thinking skills, descriptive-correlational design, Philippines, problem-solving skills, teaching Mathematics
Language Skills: Impacting the Oral Reading Proficiency of Grade One Pupils
This study investigated the relationship between language skills specifically receptive and expressive language and the oral reading ability of Grade 1 learners. Employing a quantitative correlational research design, the study aimed to determine the extent to which language proficiency influences oral reading fluency and comprehension in the context of mother-tongue-based multilingual education using Sinugbuanong Binisaya. Data were collected from 30 Grade 1 learners, along with inputs from their teachers and parents, through a Language Skills Assessment Tool measuring receptive and expressive language competencies and an oral reading test assessing fluency, accuracy, and comprehension. Statistical analysis using the Pearson Product-Moment Correlation Coefficient (r) revealed a positive but non-significant correlation between receptive language and oral reading ability and between expressive language and oral reading ability. These results suggest that while language skills contribute to reading development, they alone do not fully explain variations in learners’ oral reading performance. The study concludes that integrating language-rich instruction with structured reading activities, including phonics-based practice, storytelling, and guided oral reading, can enhance learners’ literacy outcomes.
Receptive language, Expressive language, Oral reading ability, Reading fluency, Early literacy, Language development, Sinugbuanong Binisaya
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Enhancing Early Literacy: Strategies For Improving Oral Reading Skills in Grade One Pupils
This study examined the relationship between language skills specifically receptive and expressive language and the oral reading ability of Grade 1 learners. Using a quantitative correlational research design, the study aimed to determine how language proficiency influences learners’ oral reading performance in Sinugbuanong Binisaya, the mother tongue used for instruction. Data were gathered from 30 Grade 1 pupils, along with input from their teachers and parents, using a Language Skills Assessment Questionnaire and an oral reading test. Statistical analysis revealed a strong positive and significant relationship between receptive language and oral reading ability and between expressive language and oral reading ability. The findings indicate that learners with higher receptive and expressive language skills demonstrate greater fluency and comprehension in oral reading. These results align with previous research underscoring the critical role of oral language development in reading acquisition. The study highlights the importance of integrating listening, speaking, and reading activities into early literacy instruction and proposes the development of a Reading Skills Enhancement Plan that incorporates mother tongue-based, culturally relevant strategies to improve early literacy outcomes.
Readiness and Challenges of Regular Teachers in Handling Elementary Learners with Intellectual Disabilities in an Inclusive Environment in the Philippines
Regular teachers face readiness and challenges in dealing with elementary learners on ID, indicating a need for training, resources, and inclusive instruction. Preparedness and challenges in managing learners with IDs within an inclusive setting among regular elementary teachers were the focus of this study, as the outcome informed a strategic action plan. This study employed a descriptive-correlational design, using a three-part, structured, pilot-tested, and researcher-made questionnaire to gather data from 246 public elementary regular teachers teaching in the 12 identified DepEd public elementary schools in Cebu, Philippines. The collected data were statistically treated using frequency, weighted mean, median, standard deviation, rank, Chi-square test of independence, and ANOVA. The study revealed a correlation between preparedness and challenges encountered by public elementary regular teachers in teaching learners with IDs, which indicates a strong correlation between preparedness and reported challenges. Additionally, it revealed a significant difference in the level of readiness among respondents grouped by their length of teaching experience. Moreover, it revealed a significant difference when grouped by field of specialization, suggesting that teachers’ specialization influences the types and extent of challenges they encounter in IE. It was concluded that public elementary regular teachers manifest a moderate readiness to deal with learners with IDs. The researcher suggested that the proposed strategic action plan be implemented and evaluated to enhance the lives of public elementary regular teachers in supporting learners with IDs.
Special Education, inclusive education, intellectual disabilities
Numeracy Skills of Junior High School Students in Mathematics: An Intervention Plan
This research aimed to assess the numeracy skills of the Junior High School students in a National High School in the City of Naga Division, Cebu, Philippines, as a basis for crafting an intervention plan. It utilized a descriptive quantitative correlational research design using DepEd's adapted numeracy skill questionnaire. A total of 142 Grade 7 students were selected to participate in the study. The gathered data were treated using frequency, percentage, mean, standard deviation, Multiple Regression, and the Wilcoxon Signed Rank Test. Results showed that the respondents were dominated by males, aged below 14 years old, had a satisfactory mathematics rating in the 1st quarter, with building and construction as the main occupation of fathers and housewives for mothers, and parents were mostly high school graduates. Moreover, the level of numeracy skills of the respondents in addition and subtraction indicated that they did not meet expectations. Also, it was found that they were weak in solving integers with different signs and strong otherwise. Gender and first-quarter grade in mathematics showed a significant relationship with the level of numeracy skills of the respondents. In addition, there was a significant difference among the numeracy skill levels of the respondents by area. The students’ extremely low numeracy is indicated by not meeting the skills in adding and solving integers. It is recommended that an intervention plan be adapted to help struggling students in mathematics.
descriptive-quantitative research, Junior High School, numeracy skills, teaching Mathematics, Philippines
Language for Specific Purposes in Nursing: Between Exams and Documentation Practice
The linguistic support of nurses with German as a second language represents a central challenge for the German healthcare system. Particularly in the field of nursing documentation—whether in the form of admission interviews, handover reports, or standardized forms—precise language skills are required that go beyond the mere mastery of technical terminology. This paper examines how nursing-related documentation and communication skills can be systematically fostered within vocational German language instruction. Current developments in nursing practice are taken into account, such as the introduction of the Structured Information Collection (SIS) as a standard instrument and the increasing digitalization of documentation. The paper highlights the relevance of language support both in examination formats (such as telc Deutsch B1·B2 Pflege, which still requires continuous-text admission reports) and in everyday nursing practice, where note-based entries predominate. At the center are didactic strategies such as scenario-based learning, CLIL, role plays, and corpus-based tasks, which enable learners to develop linguistic competences that are both practice-oriented and exam-focused. In this way, the paper contributes to the discussion on how subject-specific language support in nursing can be adapted to the interface of training realities, examination requirements, and professional practice.
Special Educational Needs, Digital Literacy Integration, Assistive Technology, Learners with Special Needs
Home Numeracy Experiences and Numeracy Skills of Preschoolers
This study examined the relationship between home numeracy experiences and the numeracy skills of preschoolers. Anchored on a descriptive-correlational research design, the study investigated whether the level of home numeracy engagement categorized into numeracy skills, number books, games, and application were significantly related to children’s mathematical development in the domains of numbers, identifying attributes, and thinking skills. A total of 33 parent- respondents and one preschool teacher participated in the study, selected through total enumeration. Data were collected using two validated instruments: the Home Numeracy Survey Questionnaire, and the Numeracy Skills Checklist, aligned with the DepEd Kindergarten Curriculum Guide. Statistical tools such as frequency counts, weighted means, and Pearson’s Product-Moment Correlation Coefficient were employed for data analysis. Findings revealed that the preschoolers demonstrated consistently high numeracy performance across all domains. However, their exposure to certain components of home numeracy particularly games and real-life application was limited. The correlation test indicated no statistically significant relationship between home numeracy experiences and numeracy skills. In light of these findings, a Numeracy Skills Enhancement Plan was developed. The plan aimed to improve parental engagement, diversify numeracy activities at home, and align household practices with school-based instruction to support holistic early math development.
Home Numeracy Environment (HNE), Early Numeracy Skills, Preschool Mathematics
Enhancing Educational Opportunities: Teaching Practices and the Progress of Learners with Intellectual Disabilities
This study was conducted to assess the educational experiences, availability of resources, development of learners with Intellectual Disabilities (ID), and teachers’ practices in the special needs education settings in Central School in Cebu, Philippines, for the academic year 2024-2025. A descriptive-correlational design was employed, surveying 40 Special Needs Education teachers. The data were analyzed using descriptive and inferential statistics. The findings showed high mean scores on learning experiences, indicating that the learning environment is positive and inclusive of students with intellectual disabilities, providing them with immense support. In all, the resource availability was high; visual aids and teacher training were also available. Assistive technology and adaptive furniture represented significant shortages. The overall educational progress of learners revealed moderate proficiency in cognitive, motor, and language development. The teachers employed many strategies to handle and support ID learners; however, the study found that some of these good practices were moderately practiced. Although quality of education related positively with teacher effectiveness, the weak link between resource availability and developmental outcomes called for more strategic use of available resources. The study concludes that continuous professional development for teachers on evidence-based practices and strategic investments in resources, especially in the areas of assistive technology and adaptive furniture, are core areas to improve learning experiences and development outcomes among students with ID. Thus, a very valued contribution to keep practice currently informed and on areas of further development, the researcher recommends an action plan toward better support of educational opportunities for learners with intellectual disabilities.
descriptive–correlational, educational opportunities, intellectual disabilities, Philippines, teaching practices
Leading with Impact: The Relationship Between School Heads’ Multifactor Leadership Styles and Teachers’ Job Satisfaction in Public Secondary Schools
This study examined the relationship of school heads’ leadership styles on teacher job satisfaction across 19 public secondary schools within the Department of Education (DepEd) Schools Division of Siquijor. Grounded in Bass’s Multifactor Leadership Theory and Herzberg’s Two-Factor Theory, the research explored the effects of transformational, transactional, and passive-avoidant leadership styles on teacher satisfaction. Utilizing a descriptive-correlational research design, data were collected through the Multifactor Leadership Questionnaire (MLQ) and a modified version of the Teacher Job Satisfaction Questionnaire (TJSQ). Statistical analysis revealed that transformational leadership, particularly the Individualized Consideration dimension, exhibited the strongest positive correlation with teacher satisfaction. Transactional leadership, notably Contingent Reward, also showed a positive association, whereas passive-avoidant leadership was linked to lower levels of satisfaction. These findings highlight the critical role of leadership in cultivating supportive and motivating work environments for teachers. The study recommends the strategic development of transformational leadership competencies among school heads to enhance teacher satisfaction and promote overall school effectiveness.
leadership style, teachers’ job satisfaction, DepEd
Digital Literacy Integration for Learners with Special Educational Needs
The academic and social outcomes of students with special educational needs can be enhanced by strengthening their digital skills, enabling them to participate in society more fully and achieve their goals. This research determined the digital literacy integration for learners with educational needs at the College of Education Special Program of a prominent state university in Cebu, Philippines. It utilized descriptive-correlational research design to answer the quantitative data from a statistical sample using the survey questionnaire as its main instrument. Frequency, weighted mean, and Pearson’s r were used to infer the data. Findings revealed a consistently high perceived value: digital applications contribute to a Maximum Extent, and the resulting digital literacy is rated as Highly Beneficial—particularly in accommodating needs and increasing student engagement. Despite this strong positive outlook, technological issues were Often encountered, with the lack of school equipment and student inexperience being the most pressing barriers. The correlation analysis indicated no significant linear relationship between the perceived contribution of applications and the degree of benefits, nor between the benefits and the encountered issues. This suggests that the high perceived value of digital literacy exists independently of implementation challenges and resource availability. The study concludes that digital literacy integration is highly beneficial, but its potential is currently constrained by infrastructural gaps. Future research should focus on mediating factors, resource deficits' impact, and developing standardized assessment frameworks for LSEN digital literacy.
Educating the Colonized Colonizer: Rethinking Francophone Schooling in Canada
This article offers a critical reassessment of francophone education in Canada through postcolonial and settler colonial theory. Francophone communities have long framed themselves as colonized minorities resisting linguistic and cultural assimilation. However, this identity often obscures their simultaneous participation in settler colonial structures, particularly regarding Indigenous lands and histories. Adopting a comparative, critical narrative methodology, the article analyzes curriculum frameworks from multiple Canadian provinces, historical documents such as the Parent Commission (1963–1966), and key texts on decolonization and Indigenous–settler relations. Literary and philosophical perspectives complement this analysis by exploring the affective and ethical dimensions of truth-telling in education. Findings reveal that while francophone education emphasizes cultural survival, it often marginalizes Indigenous perspectives or includes them in superficial ways. Curricula across Canada show persistent tensions between gestures of inclusion and deeper structural silences. Institutional and employment precarity among francophone teachers further complicates the adoption of critical pedagogies, especially when they challenge dominant national narratives. The article proposes a pedagogical ethics of truth built around three dimensions: epistemic accountability, affective engagement, and transformative praxis. It calls for curricula co-created with Indigenous partners, validation of emotional responses to injustice, and learning practices grounded in dialogue and land-based inquiry. Ultimately, the article challenges the limits of multicultural inclusion and the myth of francophone innocence. Truth-telling in education, it argues, must move beyond symbolic gestures to become a foundational commitment—one that embraces discomfort and reimagines historical responsibility as an ongoing and relational process.
Francophone education, decolonization, Parent Commission, settler colonialism, Indigenous reconciliation, postcolonial theory
Artificial Intelligence and the Future of Asynchronous Online Teacher Education
Artificial intelligence (AI) is forcing higher education, and online teacher preparation in particular, to confront difficult questions about integrity, equity, and the very purpose of professional preparation. Online programs have long been valued for their flexibility and accessibility; however, the rise of generative AI (Gen AI) challenges assumptions about what it means to learn, to demonstrate competence, and to become a teacher. This paper examined how AI disrupts online teacher education, raising urgent concerns while offering pedagogical possibilities. The most pressing risks involve the temptation for students to let AI complete their work, the inaccuracy of detection systems that can create unfair accusations, and the persistence of inequities for those with limited access to digital tools. These challenges represent the core of instruction, questioning how educators can design tasks that promote authentic engagement and ensure learning outcomes are met. If left unaddressed, such weaknesses could undermine the credibility of online teacher education at a time when it has already faced skepticism. At the same time, AI offers powerful new avenues for teaching and learning. It can provide adaptive feedback, tailor learning to individual needs, support continuous access to resources, and create rich simulations for practicing essential teaching skills. Approaches such as field -based assignments and pedagogy such as project-based learning, are conducive to AI integration while preserving human-centered, real-life learning experiences that prepare candidates for effective teaching. This paper concludes that the future of online teacher education depends on finding a balance between innovation and accountability, using AI to enrich learning and expand opportunities while ensuring authentic, ethical, and human-centered pedagogy remains central, so programs prepare competent teachers rather than becoming degree mills.
Online teacher education, asynchronous teacher preparation, artificial intelligence, plagiarism, accountability, effective teachers
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Positive Politeness in Practice: A Conceptual Study of Agreement Strategies Among Jordanian EFL Students and Professors
This paper presents an in-depth investigation into the use of positive politeness agreement strategies among Jordanian EFL students and their professors. Drawing on politeness theory, the study specifically examines how various cultural norms and social expectations within the Jordanian context influence the selection and deployment of these strategies in academic interactions. The primary aim of this research is to identify, categorize, and analyze the specific positive politeness agreement strategies that are employed by both students and professors, thereby shedding light on the intricate mechanisms of face-saving and relational harmony in their linguistic exchanges. A qualitative methodology was adopted to capture the nuances of naturalistic interaction. Data collection involved systematic note-taking during naturally occurring classroom and advisement interactions, supplemented by semi-structured interviews with a selected sample of participants to elicit their perceptions and rationales behind their strategy choices. The study population comprises English and translation students and professors from Jerash University in Jordan. This research posits a central hypothesis: that both Jordanian professors and students consciously or unconsciously utilize a diverse array of positive politeness agreement strategies as a means of 'saving face' – maintaining their own positive self-image and acknowledging that of their interlocutors – throughout their academic interactions. The anticipated findings are expected to delineate the most prevalent and culturally salient positive politeness agreement strategies employed by both participant groups, offering significant insights into the sociolinguistic dynamics of educational settings in Jordan. Ultimately, this study aims to contribute to the broader understanding of cross-cultural communication, politeness phenomena, and the pedagogical implications for EFL education in similar cultural contexts.
Positive Politeness, Agreement Strategies, Jordanian EFL Students, Sociolinguistics, Qualitative Research
Cooperative Learning, Mathematical Achievement, and Student Affect: A Study on Grade 8 Students in Philippine Schools
This study examined the attitudes and satisfaction of Grade 8 students in a public school in the Division of Carcar City, Cebu, Philippines, during the academic year 2023–2024, with an enrichment program for cooperative learning developed as an output. Research instruments were adapted from McLeish (2009) and Keeler and Steinhorst (1995), while mean scores and correlation analyses were used to interpret the data. Findings revealed that students demonstrated generally positive attitudes and expressed satisfaction with cooperative learning, alongside a satisfactory level of mathematical achievement. However, results showed no significant relationship between students’ attitudes toward cooperative learning and their mathematical achievement, but a significant relationship was found between their satisfaction with cooperative learning and achievement. These findings provide valuable insights into how cooperative learning environments influence student satisfaction and performance in mathematics, highlighting the importance of fostering positive learning experiences to enhance academic outcomes.
Teaching Mathematics, Mathematical Achievement, Students’ Attitudes, Students’ Satisfaction, Descriptive-Correlational Design, Cebu, Philippines
Exploring the Influence of Parental Involvement on the Literacy and Numeracy Skills of the Learners
This study investigated the connection between parental involvement and the development of literacy and numeracy skills among preschool learners. Data were gathered through a modified parental involvement questionnaire and an assessment tool provided by the Department of Education to measure literacy and numeracy competencies. Findings revealed that parents showed a very high level of engagement, particularly in providing support at home and maintaining communication with their children. Learners, in turn, displayed strong performance in both literacy and numeracy domains, reflecting effective foundational learning. Despite these encouraging outcomes, statistical results showed that parental involvement did not have a significant influence on most areas of literacy and numeracy. However, a slight but meaningful relationship was observed between parental involvement and one aspect of literacy specifically, phonological awareness indicating that certain types of parental engagement may have more impact than others. These results suggest that while parents are actively participating in their children's education and learners are doing well academically, the influence of such involvement may not be uniform across all skill areas. The study underscores the importance of providing targeted support and guidance to parents, helping them engage in more effective practices that could enhance their children’s learning in a broader and more impactful way.
Parental involvement, early childhood education, literacy and numeracy skills
Competencies of Secondary Educators In Integrating Inclusive Practices for The Education of Diverse Students
This study examined the competencies of secondary public-school teachers in implementing inclusive education, with a focus on evaluating teachers' knowledge, skills, attitudes, and practices. It aimed to explore the relationships between these competencies and demographic factors such as age, gender, educational attainment, and length of service, assessing variations in teacher performance influenced by these variables. A descriptive-correlational quantitative research design guided the study, and data were collected through a structured survey questionnaire administered to a sample of 30 teachers. Competencies across attitude, knowledge, skills, and practices related to inclusive education were analyzed using statistical tools like frequency counts, percentages, and Pearson’s r to identify significant correlations with demographic factors. The findings revealed that while teachers generally held positive attitudes toward inclusive education, there were notable gaps in their knowledge and skills. Significant correlations were observed between certain competencies and demographic factors, with more experienced and highly educated teachers demonstrating stronger competencies. Based on these results, the study stressed the need for targeted professional development to bridge the competency gaps identified. The study recommended implementing the Action Plan for Improving Competencies in Inclusive Education among Philippine Secondary Public-School Teachers, the output of this study, to provide structured, ongoing support and enhance teacher effectiveness in inclusive education.
Inclusive Education, Teacher Competencies, Readiness, Special Education, Educational Inclusion
Measuring the Success of General Education Teacher Strategies in Inclusive Learning Settings
This study examines the effectiveness of practical techniques and interventions employed by general education teachers in inclusive education at Bonbon Elementary School, Cebu, during the academic year 2024-2025. Anchored in Social Cognitive Theory (SCT) and the Universal Design for Learning (UDL) framework, it emphasizes the role of teachers’ self-efficacy and adaptability in fostering inclusive learning environments. A descriptive research design was utilized, involving 30 regular teachers instructing students with and without special needs. Data were collected using a pre-existing questionnaire to evaluate interventions such as differentiated instruction, cooperative learning, and curriculum adaptation. Findings show that teachers excel in applying differentiated instruction and cooperative learning strategies but face challenges in modifying assessments for students with special needs. Collaboration with SpEd professionals was pointed out as an area need improvement, while no significant correlation emerged between demographic factors and teacher performance in implementing inclusive strategies. The study emphasizes the need for targeted professional development, mentorship systems, and enhanced collaboration between general and special education teachers to optimize inclusive education practices and improve student outcomes.
Special Education; Differentiated Instruction; Cooperative Learning; Descriptive Correlational Design; Assessment Modification; Cebu, Philippines
Assessing the Impact of Early Intervention Programs on Students with Special Educational Needs (LSENs)
This study investigates the impact of early intervention programs on learners with special educational needs (LSENs), grounded in Lev Vygotsky’s Sociocultural Theory, which highlights the role of social interactions and cultural context in cognitive development. The research examines how early interventions, aligned with frameworks like the Individuals with Disabilities Education Act (IDEA), affect LSENs' academic, social, and emotional growth. Recent studies on social development, language acquisition, play-based learning, and parent-teacher collaboration inform this investigation. The study employs a qualitative phenomenological design, gathering insights from 10 respondents through open-ended questions to explore their experiences with early intervention programs. The findings reveal that early interventions positively impact social interaction, communication, and independence. However, challenges such as limited verbal communication for students with severe impairments and the need for individualized strategies remain. It is suggested that the most effective interventions combine individualized instruction, structured routines, and play-based learning, though care must be taken to avoid over-reliance on structure. The study also identifies barriers to success, including limited resources, large class sizes, and insufficient teacher training. Overcoming these challenges requires increased resource allocation, ongoing professional development, and collaboration with community support. The study concludes that a balanced approach that addresses academic and socio-emotional needs is essential for the long-term success of LSENs. Recommendations include personalized assessments, reduced class sizes, leveraging community support, and continuous teacher development.
Learners with special educational needs, individualized instruction, special education, resource limitations, support.
The Impact of AI on Students' Creative Thinking: FLDM as a Case Study
Nowadays, it is more evident than ever before that soft skills are a predisposition for graduates to smoothly settle in and excel in the workplace. Soft skills involve a multitude of skills, one of which is creative thinking. This parallels with incredibly unprecedented technological innovation (AI), redefining the skills needed in the twenty-first century and their development. Within this realm, the primary aim of this paper is to explore students’ perceptions of harnessing the power of artificial intelligence for creative thinking development. To do so, this study utilizes a qualitative research design to capture a holistic view and in-depth understanding of the topic under scrutiny. The collected data were analyzed using thematic analysis, which allowed for the identification of themes and subthemes based on students' perceptions. The present study revealed that AI does impact creative thinking development at the investigated levels, namely ideation, elaboration, and originality. However, the participants expressed some concerns regarding the potential side effects of AI, particularly when misused. These findings can inform AI-related interventions, which seek to use AI for soft skills development, in higher education. Besides, unveiling students’ perceptions of AI use for creative thinking development would inarguably offer critical insights for educators and decision-makers.
Artificial intelligence, creative thinking, creative thinking development, transversal skills, higher education
Teaching Pedagogies of Multi-grade Public Elementary Teachers
This qualitative study employed the phenomenological approach to determine the teaching pedagogies of multi-grade public elementary teachers in San Isidro, North and South District, Division of Mati City. Ten (10) multi-grade public elementary teachers were taken as participants. The study explored how multi-grade teachers employed their teaching pedagogies in the multi-grade classroom environment. After thematic analysis, results revealed that the multi-grade public elementary teachers used varied teaching strategies in teaching multi-grade classes. There were seven (7) major themes that emerged: lecture method, collaborative learning, experiential strategy, deductive approach, diagnostic approach, explicit teaching, and integrative approach. It was also found out from the themes generated, teachers utilized varied classroom activities, classroom observation, and the use of books. Moreover, the professional knowledge and pedagogies are necessary to effectively teach multi-grade classroom. This needs tedious preparation so teachers would not be able to compromise the content of the subject taught. Thus, in the context of equal education for all, teachers have to be resourceful and creative by offering possible alternative pedagogy of learning including collaborative processes and individual performances.
Education, multi-grade, teaching pedagogies, teachers, phenomenological, thematic analysis, Mati City, Philippines
Individualized Education Programs (IEPs) in Practice: A Qualitative Study on the Challenges in the Context of Its Implementation
This qualitative study examined the implementation of Individualized Education Programs (IEPs) in public and private elementary special education schools in Tacloban City, Philippines, employing Braun and Clarke’s reflexive thematic analysis of data collected from 14 special education teachers. Based on Bronfenbrenner’s Ecological Systems Theory, Vygotsky’s Sociocultural Theory, and Fullan’s Change Theory, and informed by Republic Act No. 11650, DepEd Order No. 44 s.2021, and RA 10533, the study identified seven (7) principal themes: IEP development practices; preparedness built from experience and limited training; administrative and policy gaps; funding and resource limitations; collaboration barriers with parents and therapists; teacher workload and emotional burden; and adaptive strategies and coping mechanisms. Public school educators encountered significant challenges associated with administrative burdens, resource deficiencies, excessive role demands, and inadequate multidisciplinary support, whereas private institutions enjoyed more robust organizational frameworks yet grappled with sustainability and collaboration issues. The study proposes a comprehensive framework consisting of modular training with quality assurance, simplified digital IEP tools, strengthened parent and community partnerships, and integrated peer mentoring and wellness programs to address the identified gaps and enhance inclusive education implementation in Tacloban City.
Individualized Education Programs (IEPs), Special Education (SPED), Learners with Special Educational Needs (LSENs), Implementation Challenges, Teacher Preparedness, Resource Limitations
Exploring pre-service EFL teacher identity: A scoping review from 2014 to 2024
This scoping review aims to synthesize the literature on pre-service EFL teacher identity across different cultural contexts and diverse theoretical lenses. By systematically mapping 24 studies published between 2014 and 2024, it identifies four core themes: (1) emotion-driven identity construction, (2) technology-mediated teacher identity, (3) dynamic identity negotiation through teaching practice, and (4) cross-cultural identity tensions. Theoretical/conceptual frameworks including sociocultural theory, communities of practice, investment theory, and discursive approaches are commonly adopted in current pre-service EFL teacher identity research. Methodologically, this research has predominantly employed qualitative approaches, particularly case study and narrative inquiry, to capture the complex and context-specific nature of identity formation. However, gaps remain in longitudinal research and studies focusing on technology integration. Drawing on these findings, the paper offers pedagogical implications for teacher education, such as integrating emotional scaffolding, digital literacy training, practicum-reflection cycles, and cross-cultural support, and outlines directions for future research.
Language teacher identity, Pre-service teacher, English as a Foreign Language (EFL), Scoping review
Teachers’ Readiness and Acceptance on The Inclusion of Learners with Special Educational Needs in Southern Leyte
This study focused on determining the receiving teachers’ readiness and acceptance on the inclusion of learners with special needs at Malitbog Central School. This participated by purposively sampled ten receiving teachers who best met the purpose of the study. It utilized a descriptive-correlational design to appropriately present, describe, analyze and infer the responses of the respondent through survey questionnaires. Data gathered were analyzed through frequency, percentage, weighted mean and Pearson correlation coefficient. The findings revealed “moderately prepared” on teachers’ readiness towards inclusion as to education, professional development, and instructional strategies, while in the aspect of classroom environment, most receiving teachers obtained “not sure” which means neutral towards inclusion of LSENs. It suggests that instructional materials and learning resources are needed to be improved as teachers relay on these materials to aid learning in the implementation of inclusive education. On the respondents’ level of acceptance, the results showed “moderately acceptable.” There are two underlying indicators of readiness that strongly correlates the teachers’ acceptance towards inclusion of LSENs that basically affirmed by respondents, namely: Classroom Environment and Seminars/Training for professional development which denotes that well-structured environment and continues professional learning development plays a pivotal role in empowerment of teachers’ acceptance towards inclusion of the LSENs. Hence, it is recommended to adopt the action plan entitled “Workshop on Teaching Strategies and Approaches for Receiving Teachers Handling Mainstreamed Learners” which focuses on Understanding LSENs, Awareness about Inclusive Education, Upskilling knowledge and skills on adaptation in handling LSENs.
Inclusive education, receiving teachers, readiness, acceptance, general education class
Inclusive Education in Spain: An Observational Analysis of Six Inclusive Schools in León
This study examines inclusive education practices in six schools in Leon, Spain, through observational analysis. The research explores methodologies, pedagogical strategies, pedagogical practices, inclusive policies, institutional support mechanisms, and support systems employed to accommodate students with diverse needs, including disabilities, learning difficulties, and socio-cultural challenges. Drawing from direct observations and interviews, the study critically evaluates how inclusion is operationalized at different educational levels in Spanish public and private schools. Findings highlight the role of psycho-pedagogical teams, curriculum adaptations, and teacher training in fostering inclusive environments. The findings also provide insights for improving inclusive education globally, particularly in multilingual and multicultural contexts. The study contributes to the discourse on inclusive education by identifying best practices and areas for improvement, emphasizing the need for continuous professional development and systemic support.
Inclusive education, Spain, psycho-pedagogical teams, curriculum adaptation, teacher training, pedagogical inclusion, SEN, psycho-pedagogy
Competence of Teachers Trained in Early Language, Literacy, and Numeracy (ELLN) in Motiong District
This study examined the impact of the Early Language, Literacy, and Numeracy (ELLN) program on the teaching methodologies and language competence of elementary teachers in the Motiong District. It aimed to assess changes in instructional practices before and after ELLN training and identify strategies to sustain improved teaching performance. Data from 30 teacher-respondents revealed that the majority were Teacher I in rank, had 1–3 years of experience teaching language and numeracy, and had attended orientation-related trainings. Prior to ELLN, most teachers relied on activity-based strategies, but after undergoing ELLN training, they shifted to using differentiated instruction, which was found to be more effective in addressing diverse learning needs. Statistical analysis showed a significant difference in both teaching methodologies and language competence before and after ELLN participation. A strong correlation was also established between instructional strategies and teachers’ language competence. Teachers perceived ELLN training as instrumental in improving their pedagogical expertise, particularly in the use of developmentally appropriate and learner-responsive methods. The study concluded that ELLN significantly enhanced the language competence and instructional approaches of teachers. Recommendations include continuous professional development through higher education, sustained and improved school-based ELLN training programs, and the development of more advanced and teacher-centered ELLN modules. Strengthening collaboration among education stakeholders and promoting research-driven innovations in teaching strategies were also emphasized.
Teachers’ Competence, Early Language, Literacy, And Numeracy (ELLN), Elementary Grade Learners