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Across the globe, many countries have incorporated new managerialism and marketization to reform their education systems. Feminist studies have already pointed out that these changes are gendered and masculinized and have documented their impacts on women teachers in secondary, higher and further education. Yet interestingly, while primary teaching is a feminized occupation, the ways that these changes and the associated practices are gendered and affected women teachers are relatively under-researched. This article, based on a case school in Hong Kong, attempts to fill this gap. By teasing out the gendered assumptions embedded in management strategies, it will show how an entrepreneurial school has attempted to succeed in a competitive educational market by exploiting young women, discriminating motherhood and forging competition among women of different educational qualifications. While making visible the patriarchal interests and masculine norms of the school, the article also aims to illuminate the contradictions and tensions inherent in, or generated, by those strategies.

This study aimed to determine the level of English proficiency as predictor of academic performance of Grade 1 learners in East Maitum District. This study employed quantitative research design utilizing descriptive survey. The respondents of this study were the 194 Grade 1 learners from the 6 different elementary schools in East Maitum District. The following conclusions were established and formulated based on the results of the study: First, the level of English proficiency of learners was high in terms of spelling skills and writing skills, while moderately high in terms of grammar skills. Second, the majority of the learners obtained a very satisfactory academic performance. Lastly, the domains that predict the academic performance of Grade 1 learners were the spelling and writing skills. Nevertheless, English proficiency enabled learners to comprehend and effectively engage with course materials, participate in class discussions, and produce written assignments with clarity and precision, thus fostering success in their academic endeavors. [ABSTRACT FROM AUTHOR]

The purpose of this study was to unveil the experiences encountered by the parents/guardians as home school teachers during the COVID-19 Pandemic within General Santos City. The study utilized a qualitative research design, specifically the phenomenological study. The participants of this study were the sixteen (16) parent participants as home school teachers during the COVID-19 pandemic within General Santos City. The data were gathered from parents as homeschool teachers through in-depth interviews. The data were gathered through in-depth interview and Focused Group Discussion (FGD) using guide questions. The use of tape recorder was availed, and varying experiences were clustered into themes for easy understanding and interpretation. The result of the study formulated three categories such as the experiences, coping mechanism, and the insights or lessons learned by the participants. The experiences of the parents as homeschool teachers during pandemic formulated 4 emergent themes and these were instructional challenges, personal challenges, technical challenges, and financial challenges. The coping strategies formulated the emergent themes resiliency, embracing family-centric values, support from family members, and collaboration. Lastly, the insights or lessons learned by the parents formulated the following emergent themes. These were learning virtual setting, learning at home, and keeping life simple. [ABSTRACT FROM AUTHOR]

This study aimed to determine the level of parents' support and work relationship toward the public schools' performance. Using a descriptive correlation technique, the study involved 100 public school teachers in the Municipality of Maitum. Slovin's formula was utilized to get the desired sample of the population Based on the study results, parents' support was very high regarding parents' volunteerism, attendance at school functions, and helping the children academically and socially in the classroom. The level of work relationship was very high in terms of communicating, parenting, learning at home, and decision-making. The level of school performance in East Maitum District was very high in terms of leadership and governance, curriculum and learning, accountability and continuous development, and management resources. Lastly, there was a significant relationship between parents' support and school performance, parents' support and work relationship, and work relationship and school performance. [ABSTRACT FROM AUTHOR]

This study determined the effectiveness of Marungko Approach in teaching reading to grade two non-reader pupils of Datu Dumagkal Danial Elementary School, Katangawan District, General Santos City. It used an experimental design, specifically with-in group design where the same participants take part in each condition to determine the effectiveness of Marungko Approach. The researcher prepared self-made reading materials to be tested adopting the marungko approach in teaching reading. The reading materials were submitted for validation to its efficacy and its authenticity by the expert validators. Findings of the study revealed that majority of the grade 2 non-readers had very low scores during the pre-test and obtained high scores during the post-test after utilizing the Marungko approach. The results of the study showed that the use of Marungko approach in teaching reading was effective for grade 2 non-reader pupils. Furthermore, the result of the study could be the basis and reference for future research studies and would give confidence to expand understanding in the field of education and the advancement of the research process. [ABSTRACT FROM AUTHOR]

This study aimed to describe the experiences of the female teachers who are single parents by focusing on the description of their significant experiences, their coping mechanisms, and the insights that they can share. The researcher employed a qualitative-phenomenological approach as the research design. The participants of the study were the ten teachers for the in-depth interview and ten teachers for the focus group discussions. These teachers are from the Municipality of Alabel, Province of Sarangani. The findings indicated that in the experiences of the teachers, four (4) emergent themes emerged, and these are: patiently taking responsibilities, good in managing time, experiencing financial instability, and becoming optimistic. On the other hand, in terms of the coping mechanism of the teachers, six (6) major themes emerged when the data was analyzed: overwhelming support from significant others, enriching one's spirituality, loving oneself, acceptance of the reality, possessing stronger personality, and focusing on the responsibilities. Lastly, in terms of the insights that the female single parents could share based on their experiences, six (6) major themes emerged: resiliency, feeling the pain until it hurts no more, never forget to pray, face life positively, managing finances well and be an inspiration. These could become the basis in crafting specific programs and projects which would benefit the female teachers who are single parents. [ABSTRACT FROM AUTHOR]

The purpose of the study was to describe the teachers' experiences with the inclusion of learners with disabilities. This study utilized the multiple case study approach of qualitative research. An in-depth study was explored delving into the problems encountered specifically by four special education teachers on the inclusion of learners with disabilities. The study formulated three categories: experiences, coping mechanisms, and insights learned by teachers in handling learners with disabilities. Teachers' experiences revealed the emergent themes of nurturing guidance, inclusive adaptation, remarkable moments, effective learning, and navigating classroom dynamics. The coping mechanism identified the themes of individualization of instruction, patience, and understanding, use of rewards and motivation, parent support, use of visuals and creativity in teaching, and time management and resourcefulness. The insights category yielded the themes of responsibility, balancing personal and professional relationships, fulfillment in impactful teaching, holistic student-centered teaching, and promoting passion and purpose in teaching. [ABSTRACT FROM AUTHOR]

This study determined the role of school-based management practices towards teacher's competence and learners' academic performance. This study utilized a quantitative survey for a descriptive-correlational research methodology. The respondents of this study were the 105 public school teachers and 269 Grade 6 learners in 7 different schools in Maitum East District namely: Malalag Central Elementary School, Maitum Elementary School, Sison Elementary School Pangi Elementary School, Kipakuda Elementary School, Linao Elementary School, Kiayap Elementary School. Based on the results, the extent of school-based management was manifested most of the time in terms of leadership and governance, curriculum and learning, and accountability and continuous improvement, while manifested occasionally in terms of management and resources. Moreover, the level of school competence was very high in terms of transparency and student's learning outcome, while high in terms of school heads leadership and continuous improvement. Further, majority of the Grade 6 learners obtained a satisfactory academic performance. Furthermore, there was significant relationship between school-based management practices and school competence. Additionally, there was significant relationship between school-based management practices and academic performance of learners. Lastly, multiple linear regression analysis shows that there was a significant relationship between school-based management practices and school competence, and school-based management practices and academic performance of learners. [ABSTRACT FROM AUTHOR]

The study determined the level of self-concept and teaching performance as predictors of emotional intelligence of TLE teachers in Polomolok, South Cotabato. This study utilized descriptive-correlational design. The Slovin's formula was used to get the desired sample size of 124. Stratified sampling was utilized so that everyone had the chance to be part of the study and to represent each school-respondent. In analyzing the data, the mean, Pearson Product Moment Correlation of Coefficient, and Multiple Regression Analysis were used. Based on the findings of the study, the level of self-concept of TLE teachers was high in terms of self-fulfillment, honesty, and emotional self-concept, while moderately high with regards to autonomy. Moreover, the level of teaching performance of TLE teachers was high in relation to the content knowledge and pedagogy, learning environment, assessment and reporting, community linkages and professional engagement, and personal growth and professional development, while moderately high in diversity of learners and curriculum and planning. Furthermore, the level of emotional intelligence of TLE teachers was very high in terms of social skills, while high in self-awareness, motivating oneself, and empathy while moderately high in terms of managing emotions. Additionally, there were significant relationships between self-concept and emotional intelligence, teaching performance and emotional intelligence of TLE teachers. Finally, the domain of self-concept that significantly predicted teachers' emotional intelligence was emotional self-concept. On the other hand, the domain that best predicted teachers' emotional intelligence regarding teaching performance was curriculum and planning. [ABSTRACT FROM AUTHOR]

The purpose of this study was to describe the experienced challenges of stakeholders in the implementation of school-based management (SBM) leadership and governance. The study employed a qualitative phenomenological research design. The participants of this study were the 9 stakeholders; 5 stakeholders underwent individual interview (IDI), while the other 4 underwent focused-group discussion (FGD). The study has three formulated themes which were the challenges, coping, and insights of stakeholders. The challenges of stakeholders in the implementation of school-based management (SBM) leadership and governance were able to formulate the following emergent themes: lack of support in SBM implementation, roles and involvement in SBM leadership, miscommunication, and initial expectations about SBM. Moreover, the coping mechanism of stakeholders in the implementation of school-based management (SBM) leadership and governance formulated the following emergent themes: conflict resolution within SBM framework, balancing SBM responsibilities with other obligations, innovative approaches to improve SBM processes, and seeking support and guidance during challenging times. The last formulated theme for the insights of stakeholders in the implementation of school-based management (SBM) leadership and governance had formulated the following emergent themes: transparency and communication within SBM, collaboration of stakeholders in SBM, and improvement of SBM. [ABSTRACT FROM AUTHOR]

This study described the experiences, analyzed the reasons for bullying, and described the lessons learned by the disheartened learners of a central elementary school. The study employed a qualitative narrative case study approach, with five learners as the participants. Semi-structured interview guide questions were formulated and divided into three parts: beginning, middle and ending stories. These questions were designed to gather rich, in-depth information about the learners' experiences and perspectives. The beginning stories revealed the following emergent themes: physical abuse, verbal abuse, poverty, upsetting, unmotivated, ashamed and doubted. The middle stories had the following emergent themes: bullying as revenge, haughty bullies, discrimination, afraid to retaliate, ignoring, skipping school, seeking justice, and call parent's attention. The ending stories had the following themes: perseverance, do not harm others, striving, calmness, faithful, and trust in the teacher's authority. This study sheds light on the often-overlooked voices of disheartened learners, emphasizing the need for educational systems worldwide to prioritize student well-being and provide support for those who may be struggling. [ABSTRACT FROM AUTHOR]

The purpose of this qualitative study was to explore the experiences of teachers on the implementation of positive discipline. Thus, this study utilized phenomenological approach. Additionally, purposive sampling was used to select the participants. Moreover, an in-depth study was explored delving into the problems encountered specially by five (5) teachers at Datu Dumagkal Danial Elementary School. The study explored the challenges, coping mechanisms, and insights by teachers on the implementation of positive discipline. The challenges of participants as teachers formulated the following emergent themes: rigorous, impact of positive discipline, different perspective, and misbehaving. The coping mechanism of the teachers formulated the themes: teacher mentoring, balancing kindness and firmness, positive reinforcement, and proactive behavior support. The insights of the teachers formulated the following themes: teaching by heart, patience and understanding, individualized approach, and gains. Overall, this study provided valuable insights into the real-world experiences of teachers implementing positive discipline, highlighting the challenges they faced, the strategies they employed to cope, and the insights they gained from their practice. [ABSTRACT FROM AUTHOR]

This study aimed to determine the mediating effect of stakeholders' involvement on the relationship between self-efficacy and learners' motivation among the 228 Grade 5 learners and 120 stakeholders in 8 different school in Maitum East District namely: Kipalkuda Elementary School, Linao Elementary School, Maitum Elementary School, Malalag Central Elementary School SPED Center, Pangi Elementary School, Sison Elementary School, Virginia Taṅedo Garcia Elementary School and Wali Integrated School for the school year 2022-2023. Slovin's formula was used to calculate the learners' respondents and total enumeration for the stakeholders. Additionally, a non-experimental quantitative design utilizing the descriptive correlation technique was applied in this study. Based on the results of the study, the level of learners' self-efficacy was high in terms of student's engagement, classroom management, and instructional strategies. The level of learner's motivation was high in terms of self-motivation, intrinsic value, and cognitive strategy. The level of stakeholders' involvement was high in terms of school and budgeting, learners' participation, and implementation of school programs and reforms. Additionally, there was a significant relationship between self-efficacy and learner's motivation, self-efficacy and stakeholder's engagement, ad stakeholders' engagement and learners' motivation. On the other hand, the data revealed a partial effect of self-efficacy and learners' motivation self-efficacy and stakeholders' involvement, and stakeholders' involvement and learners' motivation. [ABSTRACT FROM AUTHOR]

The purpose of this hermeneutic phenomenological inquiry was to explore and understand the Lived experiences of the five specified Defense of the Ancients (DOTA) Players of Fatima National High School, North Fatima District, Division of General Santos City. The participants underwent one-on-one, in-depth interviews to gain knowledge and more understanding of the phenomenon. The focus of the study, which is interpretive, is on the richness of their personal views and feelings and their impact on their experiences as DOTA players. It utilized the thematic analysis approach through the coded method in analyzing data. This research expedition revealed that being hooked on DOTA gaming created both positive and negative impacts on the participants. The interview data yields the following themes: Strengthen Social Connections, Recreational Therapy and Coping Mechanism and Aptitude Enrichment, Adrenalin Rush, Positive feelings, Negative feelings, Develop Inferiority Complex, Health risk, Effects on Academic Performance, Effects on plans, Effects on the relationship with family or loved ones. Furthermore, the result exposed that playing DOTA has numerous effects on the part of the Player. Hence, nowadays, learner/s are so fond and hooked to DOTA gaming, notwithstanding the fact that their Academic, Social, Family, and Personal lives have been strongly affected and shaped by these new advancements in technology like video games with their virtual reality environments. [ABSTRACT FROM AUTHOR]

This study used a qualitative-narratological design to unfold the stories of three (3) junior high school learners with special needs at Polomolok National High School. Purposive sampling was utilized to choose the study participants and used an in-depth interview to gather the data needed. Findings of the study revealed the challenges learners with special needs faced, such as: academic and classroom-related struggles, inclusive environment and peer support, and teachers' adjustment. In terms of how they coped with the challenges, the following themes were generated: resilient and supportive community and adaptive learning strategies and communication. Lastly, the learners with special needs uttered that motivation, academic improvement, inclusive education, and collaboration are the insights they have gained from their experiences. Through the exploration of these narratives, this study can help reduce stigma and discrimination and promote a more positive and inclusive culture that values diversity and recognizes the contributions of all learners. [ABSTRACT FROM AUTHOR]

The purpose of this study was to find out the effectiveness of teacher-made digital games in teaching Mathematics among Grade 3 Learners for the school year 2022-2023. This study used experimental single group post-test and pretest design. The respondents of this study were the 35 Grade 3 learners in Maitum Elementary School. Total enumeration was applied to get the desired population of the respondents. Based on the results of the study, the following conclusions were formulated and established: First, majority of the learners obtained a low pre-test scores before the use of teacher-made digital games. Second, majority of the learners obtained a high post-test score after the use of teacher-made digital games. Lastly, there was a significant difference in the pre-test and post-test scores of the learners. Therefore, the use of teacher-made digital games was effective in teaching Mathematics 3. Moreover, incorporating digital games created by teachers into the teaching of Mathematics at the third-grade level can have positive educational implications. These implications could include increased learners' engagement, improved understanding of mathematical concepts, enhanced problem-solving skills, and potentially more enjoyable learning experiences. [ABSTRACT FROM AUTHOR]

This study sought to determine the extent of resilience of 119 Grade V public-school teachers in Labangal District in the school year 2022-2023 as a basis for an intervention program. This study employed quantitative research utilizing a descriptive-survey research design. Slovin's Formula sampling design was utilized to get the desired sample of the respondents. Mean was used to analyze the data. Based on the findings of the study, among the three schools in Labangal District, the extent of teachers' resilience in terms of social skills and peer support was often manifested, which indicates a high level of teachers' resilience, while sometimes manifested in terms of spiritual influences, social skills and peer support, and personal competencies and persistence which indicate moderately high teachers' resilience. Nevertheless, teachers' resilience lies in their ability to adapt, overcome challenges, and inspire students to persevere in adversity, fostering a positive learning environment. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic had an impact on schools all over the world. The new norm in academia was a reduction in teaching and learning activities. Teachers around the world were challenged to come up with innovative ways to help students during the COVID-19 pandemic. This phenomenological study aimed to understand the challenges faced by newly hired teachers during the limited face-to-face classes for the school year 2022-2023. Data gathered from participants may provide useful insight on how educators navigate the phenomenon despite being unprepared. The study utilized a qualitative research design using a phenomenological approach with twenty (20) purposefully selected newly hired teachers who experienced the limited face-to-face class. Moreover, the newly hired teachers were from public schools, both in the elementary and high school departments. They underwent in-depth interviews and focus group discussions (FGD) using the validated research instrument. The results of the study were recorded based on the experiences of the teachers, including the challenges they encountered. Emergent themes were formulated: Rejoicing in the Reopening of Classes, Anticipating Challenges, Collaborating with Iniatives, Adhering the Protocol, Meticulous in Tasking and Efficient Communication. On the coping mechanisms, teachers showed strength guided by mission and focus on purpose. Themes were formulated, such as Requesting for Assistance, Receiving Compliments, Sharing of Commitment, Emanating Positivity and Growth, Open Communication and Developing Success. Finally, as to their insights, notable emergent themes were formulated as follows: Receptive to Feedback, Valuing Responsibilities, Accepting Imperfections, Proficiency in Decision Making, Possessing Empathy and Kindness, Enhancing Instructional Methods. The teachers were remarkable in that they aimed to transform the work environment and transfer effective learning to the students, especially here in the Philippines. [ABSTRACT FROM AUTHOR]

This phenomenological study's purpose was to describe the experiences of PWD learners in the conduct of face-toface classes after the COVID-19 pandemic in General Santos City for the school year 2022-2023. The study utilized a qualitative research design using a phenomenological approach, with 10 Junior and Senior High School learners with disability chosen through purposive sampling. Thematic content analysis was used as a data analysis tool. Considering the collected data, it revealed that the PWD learners were excited in the reopening of classes, selfdetermined and persevered, as well as experienced culture-shock during participation in limited face-to-face classes. Moreover, the themes for their coping strategies with various difficulties throughout their participation in limited face-to-face class were having a strong support system, having a positive mindset, and being adaptable to sudden change. Additionally, being a conqueror, being victorious amidst pandemic, and being a role model to others were the themes that resulted from the insights they shared for other learners with disabilities and to the academic community. Nevertheless, it was found out that all learners with disabilities were victorious amidst the pandemic. They conquered the challenges during the limited face-to-face classes and still were exhilarated to participate in the progressive inperson classes. [ABSTRACT FROM AUTHOR]

Given the recent upsurge in publications investigating authentic leadership in education since 1997, this study was carried out to review scholarly publications on authentic leadership in educational research, drawing on a database of 91 studies published between 1997 and 2021. Descriptive methods were employed to identify the features of the related literature with respect to the volume of publication, journal and geographic distribution of the literature, types of studies, authorship trends, citation impact, measurement instruments, research methods, identified antecedents, mediators, moderators, and outcomes of authentic leadership in educational research. The results revealed that the published research consisted mostly of empirical studies. The analysis also revealed that more qualitative methods have been employed in recent years. Significant relationships were also found between authentic leadership and different outcomes (e.g. performance, satisfaction, trust in the leader). Recommendations were provided to improve the quality of the authentic leadership literature. [ABSTRACT FROM AUTHOR]

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This study aimed to provide an in-depth exploration of second-chance education during the pandemic, utilizing a qualitative phenomenological research design. Additionally, purposive sampling was used to select the participant in this study. Thus, the research involved 16 Alternative Learning System (ALS) learners, with 8 participants undergoing individual interviews (IDI) and another 8 participating in focused-group discussions (FGD). Three overarching themes--challenges, coping mechanisms, and insights--were formulated to comprehensively capture the experiences of ALS learners. In examining the challenges faced by ALS learners amid the pandemic, several emergent themes emerged, including the difficulties associated with completing modules, adapting to changes, coping with the absence of face-to-face classes, securing access to necessary gadgets, overcoming shyness, dealing with module retrieval, and addressing issues related to poor internet connection. Furthermore, the coping mechanisms employed by ALS learners during the pandemic yielded additional emergent themes. This included fostering confidence, maintaining resilience, cultivating a positive mindset, embracing faith, fostering independence, self-motivation, seeking assistance when needed, and drawing inspiration from family support. The final theme, reflecting on the experiences of ALS learners during the pandemic, revealed insightful emergent themes. These encompassed recognizing the essence of hope, understanding the advantages and disadvantages, discovering personal growth, achieving educational success, emphasizing persistence, acknowledging the significance of effort, recognizing the substantial impact of ALS, advocating for the program, and remaining vigilant in the face of challenges. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the implementation of Arabic Language and Islamic Values Education (ALIVE), specifically, it sought answers to the question: How do the participants view their experiences in the implementation of Arabic Language and Islamic Values Education (ALIVE) program? The study employed a qualitative multiple case research design. The participants of this study were the ALIVE learners of DepEd Palimbang District I, Palimbang, Sultan Kudarat. Purposive sampling was used in determining the participants of the study. The study had four formulated themes which were the best practices, benefits, opportunities, and similarities and differences in the implementation of ALIVE program. The following topics were developed by the best practices theme: creating a positive atmosphere, adopting moral principles, learning the Arabic language and alphabet, and using knowledge. The following emerging themes emerged from the benefits: educating about Islam, learning useful skills, and applying what was learned. The following themes have emerged as a result of the opportunities: socializing, self-development, and upgrading education. However, in order to assess its effectiveness in promoting Islamic principles and Arabic language competency, this study is crucial. This study provided insightful information about the program's effectiveness, room for improvement, and wider relevance in fostering religious education and cultural awareness in schools and society at large. [ABSTRACT FROM AUTHOR]

This study aimed to determine the mediating effect of teachers' characteristics on the relationship between selfefficacy and job satisfaction. This research employed a non-experimental quantitative design utilizing the descriptive correlation technique. The respondents of this study were the 117 high school teachers coming from the 4 different school of East and West Maitum District namely: Malalag National High School, Maguling National High School, James Alfred Strong Integrated School and Wali Integrated School. Based on the results of the study, the common teacher's characteristics were exhibited most of the time in terms of preparedness, fairness, creativeness, compassionate, respect for learners, personal touch, sense of humor, forgiving, collaboration, and effectiveness in communication. Second, the level of teacher's self-efficacy was high in terms of student engagement, classroom management, and instruction strategies. Third, the level of job satisfaction was high in terms of security, work environment, job responsibilities and community attachments/linkages. Lastly, there was a significant relationship between teacher's characteristics and self-efficacy, teacher's characteristics and job satisfaction, and self-efficacy and job satisfaction. Nevertheless, the result showed a partial mediating effect of teacher's characteristics on the relationship between self-efficacy and job satisfaction. [ABSTRACT FROM AUTHOR]

This phenomenological study aimed to understand teachers' School-Based Management experiences in the last-mile schools. This study recorded their challenges, their coping mechanisms, and what learning and insights they can share. Moreover, it involved twenty (20) teachers from the Division of South Cotabato in the T'boli II district located at Barangay Maan, T'boli, South Cotabato, Philippines. They underwent in-depth interviews and Focus Group Discussion (FGD) using the validated research instrument. The findings of this study revealed that teachers encountered the challenges of Burdening Pressure, Overwhelming Paperwork, Wavering Confidence, Emerging Passiveness, Occurring Misunderstanding, Varying Loads, Unravelling Authenticity, Lacking Knowledge, and Believing in Competence. In addition, they could cope with it by Uplifting Themselves, Receiving Compliments, Free-flowing Dialogue, Safe-Keeping Documents, Preparing Themselves, Replenishing Environment, Sharing Informal Conversation, and Learning Accountability. Finally, their insights were about Becoming One's Best Version, Having a Compassionate Heart, Stepping out of Comfort Zone, Lagging in Action, Hoping in Sanguinity, Laboring in Bliss, and Thriving Values. Further, the data of this study would contribute meaningfully to understanding the realest predicaments of mountain teachers. Likewise, this study would motivate and impact the teachers serving the last-mile schools. [ABSTRACT FROM AUTHOR]

This study aimed to determine the mediating effect of learners' behavior on the correlation between teaching performance and job satisfaction among public school teachers among 124 learners and 75 public school teachers from five different schools in the Municipality of Maitum. In selecting the respondents, Slovin's formula was used for the learner respondents, while total enumeration was used for the teacher respondents. Moreover, quantitative design utilizing descriptive correlation techniques was employed in the study. Findings revealed that the level of teaching performance of teachers was very high in terms of content knowledge and pedagogy, high in learning environment, high in diversity of learners, very high in curriculum and planning, very high in assessment and reporting, high in community linkages and professional engagement, and very high in personal growth and professional development. Additionally, the level of job satisfaction of teachers was high in terms of security, high in work environment, very high in job responsibilities, and very high in community attachments/linkages. Also, the extent of learner's behavior was manifested most of the time in terms of competence motivation, while manifested occasionally in terms of strategy/flexibility. The study identified significant relationships between teaching performance and job satisfaction, teaching performance and learners' behavior, as well as learners' behavior and job satisfaction. Notably, learners' behavior was found to mediate the relationship between teaching performance and job satisfaction, albeit partially. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the level of teacher's resilience towards job satisfaction and organizational commitment in Maitum East District, Division of Sarangani for the school year 2022-2023. This study employed quantitative research approach utilizing descriptive correlational survey design. The respondents of this study were 81 public school teachers from 7 different school in Maitum East District namely: Kiayap Elementary School, Kipalkuda Elementary School, Linao Elementary School, Malalag Central Element ary School SPED Center, Pangi Elementary School, Sison Elementary School and Virginia Taṅedo Garcia Elementary School. Slovin's formula was utilized to get the desired sample of the population. Based on the results of the study, the level of teacher's resilience was high in terms of personal competence, skills and peer support, family cohesion, and spiritual influences was high. The level of job satisfaction was high in terms of security, work environment, job responsibilities, and community attachment/linkages. The level of organizational commitment was high in terms of affective, continuous, and normative commitment. Furthermore, there was a significant relationship between teachers' resilience and job satisfaction, teachers' resilience and organizational commitment, and job satisfaction and organizational commitment. [ABSTRACT FROM AUTHOR]

The main thrust of the study was to find out the mediating effect of teaching effectiveness on the relationship between teamwork skills and the work values of teachers in public schools. This study employed a non-experimental quantitative design utilizing the descriptive correlation technique. This study was conducted in Alabel 3 District, Division of Sarangani for the school year 2022-2023. Based on the results, the level of teaching effectiveness was high in terms of content knowledge and pedagogy, learning environment, curriculum and planning, assessment and reporting, and personal growth and professional development, while neither agree nor disagree. In terms of plus factors. The level of teamwork skills was high in terms of communication, time management, problem-solving, listening, critical thinking, collaboration, and leadership. The extent of the work values of teachers was observed all the time in terms of strong work ethics, responsibility, integrity, honesty, reliability, adaptability, accountability, and self-motivation. There was a significant relationship between teamwork skills and work values, teamwork skills and teaching effectiveness, and teaching effectiveness and work values. Lastly, teaching effectiveness on the relationship between teamwork skills and work values was significant but partial. [ABSTRACT FROM AUTHOR]

The main thrust of the study was to find out the mediating effect of professional commitment on the relationship between job satisfaction and workplace spirituality among 269 public school teachers in Alabel 3 District of Sarangani Division. This study employed a non-experimental quantitative design utilizing the descriptive correlation technique. The statistical tools used were, mean Pearson r and Path Analysis. Based on the study results, the level of professional commitment and job satisfaction were rated high by the respondents while, they most observed all the time regarding workplace spirituality. Using Pearson r, the results revealed a significant relationship between job satisfaction and workplace spirituality, job satisfaction and professional commitment, and professional commitment and workplace spirituality. The study's findings, based on the path analysis, indicated that professional commitment partially mediates job satisfaction, however, workplace spirituality does not. As a result, the study's findings revealed that professional commitment, a mediating variable, impacted public school teachers' job satisfaction. In terms of pay and benefits, job security, recognition, career development, engagement, and respect, fostering professional dedication can have a favorable impact on job satisfaction. [ABSTRACT FROM AUTHOR]

This study assessed the ICT competencies of 216 basic education teachers from Katangawan District Schools. The variables of the study were the level of ICT competencies of the respondent-teachers and the intervention program. Frequency count, percentage, rank, and weighted mean were used in analyzing the gathered data. The existing ICT competency programs of schools were well-equipped with the necessary infrastructure, productivity tools, internet connectivity, and relevant training conducted. Based on the findings of the study, it is concluded that the teachers of the different schools in Katangawan District Schools perceived themselves to be moderately but sufficiently ICT competent. The researcher recommended periodical conduct of training and workshops and conduct of competency testing and assessment of ICT competencies between and among the schools in Katangawan District. This study promotes effective integration of technology in education for improved student learning outcomes. [ABSTRACT FROM AUTHOR]

The main purpose of this research article is to highlight the benefits brought by the Erasmus+ program in the professional and personal development of teachers participating in mobilities, thus adding value to the institutional management process. The main goal of the study is to first obtain a general picture of the degree of satisfaction of students enrolled in courses offered through the Erasmus + program in the field of education between 2020 and 2023, with a focus on the development of professional and personal skills, including emotional intelligence. Next, the study aims to identify success factors for the management of educational institutions where participatory leadership has been highlighted through the team responsible for promoting and carrying out the Erasmus + program as the project coordinator or consortium coordinator for that specific period. To emphasize the main benefits that the Erasmus+ program provides for both academic management and more specifically organizational leadership, our qualitative research narrows down from general to specific and is based on the following methodology: analyzing the publicly available documents from the National Agency for Community Programs in the Field of Education and Vocational Training (ANPCDEFP), monitoring and case studies related to the implementation of Erasmus+ projects, focusing primarily on the first two major stages: the initial mobilization and the follow-up. Our analysis revealed that the formulation and implementation of an Erasmus+ project constitute a strategic necessity for the management of educational institutions, particularly for the professional and personal development of the teaching staff, for internationalizing educational activities, for international cooperation, and for economic growth based on a smart and strict investment in human resources. This is the primary factor influencing the improvement of the quality of the educational system, as the development of teaching skills has both immediate and long-term effects.

Science, technology, engineering, and mathematics (STEM) education is increasingly recognized as a critical topic in today's educational landscape. This is because contemporary education outcomes need to equip students for the demands of 21st-century jobs. In this context, the role and strategic actions of school principals emerge as critical factors in the success of implementing and empowering STEM education initiatives. The roles and strategies of principals from various aspects need to be explored. Therefore, this study aims to delve deep into the roles and strategies of principals from various contexts through research conducted from 2021 to 2024. This study analyzes past research findings through the systematic literature review (SLR) method. The research findings indicate that a total of 20 articles reveal various roles and strategies of principals. These include leadership management, professional development, fostering a STEM-focused culture, and refining assessment methods. These findings underscore the importance of active involvement in optimizing the roles and strategies of principals across various aspects. Thus, effective STEM education relies on the commitment of principals in managing various aspects, shaping a conducive culture, and facilitating teacher development. Recognizing and embracing the multifaceted roles are paramount in navigating challenges and ensuring the effectiveness of STEM programs. [ABSTRACT FROM AUTHOR]

Turnover in middle management can be very expensive for a school, not just financially, but also in terms of providing continuity of leadership, sustainability of management practices, and quality student experiences. Therefore, a rigorous understanding of why middle managers in schools are thinking of leaving post can provide senior leaders an opportunity to develop strategies to reduce this turnover cost. Using the case of Lady Agatha's Boarding School in England, this paper uses a novel approach to investigate the complexities of school middle management from a social perspective, arguing that by using a Bordieuan lens, researchers can investigate the complex matrix nature of working in middle management. By using the Bordieuan tools of field, habitus, doxa, capital, and symbolic violence, researchers can observe the struggles that the middle managers engage in to acquire capital or resources compared to other actors in the field, as tournaments of socio-political dominance. By using this original ontological turn in analysing turnover antecedents, researchers as well as practitioners could make significant impacts in the way turnover can be understood and its costs mitigated. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study was conducted to determine the best-fit model on school culture of teachers as estimated by adversity quotient of teachers, leadership capability and work values of teachers among public elementary schools in Region XI, Philippines. The study used quantitative, non-experimental correlational research using Structural Equation Model (SEM). The 400 teachers among public elementary schools were determined using the stratified sampling procedure. Mean, Pearson r, and SEM as statistical tools. Moreover, adapted survey questionnaires were used to contextualize to the local setting. The result showed that the level of adversity quotient of teachers was high while the level of leadership capability, work values of teachers and school culture were very high. Further, when each exogenous variable is correlated to school culture, results showed that the adversity quotient of teachers, leadership capability and work values of teachers were correlated with school culture. Model 3 came out as the best-fit model that predicted the school culture of teachers. Further, results showed that the best fit model was model 3 showing the direct causal relationships of adversity quotient, leadership capability and work values on school culture of teachers. Furthermore, structure modifications revealed that school culture of teachers was defined by its retained indicators: professional collaboration, affiliative collegiality, and self-determination/efficacy. On the other hand, adversity quotient was described by its domains: control and endurance. Leadership capability was determined by its retained indicators: cognitive capability and role specific and generic competence. Finally, work values of teachers was determined by its retained indicators: competence and growth, comfort and security and status and independence. Findings of the study may be a significant baseline for faculty development programs of educational institutions. [ABSTRACT FROM AUTHOR]

The current study was set evaluate whether teachers’ technological pedagogical knowledge have significant moderating effect on the interaction between constructivist approach and learning motivation of learners. In this study, the researcher selected the 196 public elementary school teachers in Cateel 2 District, Davao Oriental as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Pearson Moment Product Correlation, and Heirarchical Regression Analysis. Descriptive analysis showed that teachers’ technological pedagogical knowledge and learning motivation of learners were described as extensive, while, teachers’ constructivist approach was rated as moderately extensive. Further, correlation analysis demonstrated that there is significant relationship among teachers’ technological pedagogical knowledge, constructivist approach, and learning motivation of learners. Evidently, heirarchical regression analysis proved that teachers’ technological pedagogical knowledge have significant moderating effect on the interaction between teachers’ constructivist approach and learning motivation of learners. In other words, teachers’ technological pedagogical knowledge is a significant moderator on the interaction between constructivist approach and learning motivation of learners in Cateel 2 District, Davao Oriental. [ABSTRACT FROM AUTHOR]

The purpose of this generic qualitative study is to explore and understand the implications of teachers’ turnover from the perspective of the school heads in the private academic institutions. Using the purposive sampling strategy, this study had 10 research participants who underwent in-depth interviews (IDI) at both primary and secondary levels in Tagum City, Davao Del Norte. Five of the 10 research participants came from non-sectarian schools, and the other five were from sectarian private institutions. With the use of the thematic analysis, results revealed that the impact of teacher turnovers are the apprehensions on hiring and training of teacher replacement, workloads and transfer of duties, consistency of teaching methods, and system adaptation, social and career impact of teacher’s departure, and acquiring financial and economic stability. The research participants also shared their ways of addressing teacher turnovers, which are through fostering open communication, support, and understanding, nurturing professionalism in resignation from work, adherence to contract and renewal protocols, professional development opportunities, increasing teachers’ salaries, provision of additional incentives, and decide autonomy among teachers. In addition, they cited insights that they can share with other school heads who experience turnover, which are: to have mentorship and professional growth, support for various pieces of training, cultivate a positive work culture, provision of contracts, and manage turnover with foresight. The findings of this study can be used to understand the impacts of teacher turnover. Thus, these results can be used by school owners, school heads, and government officials to understand teacher turnover and adopt strategies and insights to improve retention policies and programs to alleviate teacher turnover in private academic institutions. [ABSTRACT FROM AUTHOR]

This study was conducted to determine best-fit model on teacher engagement as influenced by ethical climate, charismatic leadership of school heads and teachers’ sense of self-efficacy in public elementary schools in Region XI, Philippines. It was conducted from August to December 2022. The study used quantitative, non-experimental correlational research using Structural Equation Model (SEM). The 400 teachers among public elementary schools were determined using the stratified sampling procedure. Mean, Pearson r, and SEM were used as statistical tools. Moreover, adapted survey questionnaires used were modified to contextualize to the local setting. The results showed that the levels of ethical climate and charismatic leadership of school heads, and teacher engagement were very high while the teachers’ sense of self-efficacy was high. Further, when each exogenous variable was correlated with teacher engagement, results showed that the ethical climate, charismatic leadership of school heads and teachers’ sense of self-efficacy were significantly correlated with teacher engagement. Model 3 came out as the best-fit model on teacher engagement. Further, results showed that the best fit model was model 3 showing the direct causal relationships of ethical climate, charismatic leadership of school heads and teacher’s sense of self efficacy on teacher engagement. Furthermore, structure modifications revealed that teacher engagement was defined by its retained indicators, namely: vigor, and absorption. On the other hand, ethical climate was described by its domains: laws and rules, efficiency and independence. Charismatic leadership was determined by its retained indicators, namely: strategic vision and articulation, sensitivity to member needs and personal risk. Finally, teachers’ sense of self-efficacy was measured by its domains: efficacy in student engagement and efficacy in instructional strategies. This implies that schools may focus on improving teacher engagement by setting school ethical norms and expectations with improved teachers’ efficacy coupled with enhanced charismatic leadership behavior of school heads. [ABSTRACT FROM AUTHOR]

This research aimed to develop and evaluate a training kit for Thai teachers in the 21st century, utilizing the Visible Learning concept to improve the quality of educational management in schools across the five southern border provinces of Thailand. The study focused on three areas: the efficiency of the training kit, comparative achievement of participants before and after training, and the satisfaction of teachers and educational personnel with the training program. The training kit was designed to help teachers implement the Visible Learning framework, emphasizing studentcentered learning, effective teaching strategies, and continuous assessment. The results of the efficiency test showed that the training kit achieved an efficiency value of 84.54/87.33, exceeding the standard criteria, demonstrating its effectiveness in enhancing teachers' competencies. Comparative achievement analysis between pre-test and post-test scores indicated significant improvement (tvalue = 19.745, p < 0.001), confirming that the training had a positive impact on teachers' skills in educational management. Additionally, the satisfaction survey revealed that teachers and educational personnel were highly satisfied with the training, especially in areas related to content clarity, participation, and post-training support. In conclusion, the study found that the training kit based on the Visible Learning concept was effective in improving teacher skills and educational management in schools. The kit holds potential as a valuable tool for teacher development, particularly in the southern border provinces of Thailand, and could contribute to educational reform efforts in the country. [ABSTRACT FROM AUTHOR]

The study is exploring the experiences of teachers in the hyflex modality, where the 5 elements such as learning environment, class community, lesson design, engagement and interactivity, and assessment and feedback will be the focal discussion. It will also explore the challenges in the hyflex modality of the teachers and will make a recommendation based on the 5 elements of the modality. The participants are middle school teachers. The experiences discussed were the focus on the students, the relationship building, the design of the learning, the tools in teaching for the engagement and interactivity were varied, and assessments were delivered in various ways. The challenges primarily on the internet connectivity, technological concerns, physical set - up, students' needs, and schedule. It recommends doing capacity - building for the institution, standardization of digital platforms, and use of digital platforms for change management. [ABSTRACT FROM AUTHOR]

This study evaluates the accuracy and effectiveness of various AI tools in identifying methodological and theoretical research literature gaps in educational management. The comparative analysis involves six AI tools: Chat GPT4o, Chat GPT4, Chat GPT 3.5, Perplexity AI, SCI Space, and Julius AI. Each tool was tasked with identifying valid and relevant research gaps and providing accurate sources in APA 7th edition format. The validation process included cross-referencing AI-generated results with existing literature and evaluating the accessibility and relevance of the provided sources. The study's secondary data processing procedure ensured consistency and reliability by using standardized commands, cross-referencing sources through reputable academic databases, and conducting independent reviews. Gaps and sources made by AI were put together into a full file as part of the data analysis. Also looked at were how important and true the gaps were, and a scoring system was created to see how well each AI tool did. The results show that the AI tools are not all the same in how accurate and useful they are. The sources on Chat GPT4o and SCI Space were true and easy to find, so you could trust them. But Chat GPT4 and Chat GPT 3.5 were limited because they didn't have any sources or sources that worked with them. Perplexity AI had trouble with references that weren't very clear, but Julius AI did a good job of filling in the holes with good sources that were easy to find. People need to check the data that AI makes, says the study, to make sure that academic honesty and rigor are maintained. Researchers can learn useful things from this study about how to use AI tools in their work. It also shows how important it is to think critically about AI results and compare them to what has already been written. University ethics review boards might have to change a lot because of this study. This is because the study looks at how to make sure that research papers written by students, teachers, and staff are honest and of high quality. [ABSTRACT FROM AUTHOR]

This study aimed to determine the readiness of public elementary schools in Polomolok District towards school-based management (SBM) implementation and Assessment. The level of readiness of the selected public elementary schools in Polomolok District towards SBM implementation in terms of leadership and governance, curriculum and Instruction, accountability and continuous improvement, and Management of Resources. The research method used in this study is a descriptive quantitative research design. The respondents of the study were the ten (10) School Heads, one (1)SBM Chairman, four (4)SBM Members, one (1)SPG, one (1) SGC officer, and two (2) PTA Officers of Lamcuah Elementary School, Landan Elementary School, Bato Elementary School, Maligo Elementary School, Palkan Elementary School, Lamcaliaf Elementary School, Kawit Elementary School, Guaza Elementary School, Bukay- Eel Elementary School, and Kawit Extension Tinifulan Elementary School. To determine the level of readiness of the public elementary schools in Polomolok District towards school-based management implementation and assess readiness, mean and standard deviation were applied based on the findings from the questionnaire survey given. As a result of the study's data, the schools' readiness in leadership and governance is evident through their strong leadership practices, precise accountability mechanisms, and collaborative decision-making processes. This foundation provides a solid framework for successful SBM implementation and fosters a positive student learning environment. The results show that in terms of curriculum and instruction, the schools demonstrate a high level of preparedness by prioritizing learner-centered approaches, involving the community in curriculum development, promoting continuous improvement, and nurturing values. The study also revealed a high readiness level regarding accountability and continuous improvement. Furthermore, the schools exhibit a high level of readiness in the management of resources. The result shows that the selected public elementary schools in Polomolok District are highly prepared for SBM implementation. It is recommended that this readiness of the schools for School-Based Management implementation will be sustained so that the schools will have better rating during the evaluation process. [ABSTRACT FROM AUTHOR]

The study suggests offering critical and reflective education inspired by Paulo Freire's Social Pedagogy. The objective was to quantitatively and qualitatively analyze the distribution of young people from Brazilian high school who studied in the state public education network, by gender and age group from 15 to 17 years old, in the year 2020. Methodologically, it was a documentary analysis of information from the Instituto Unibanco Education Observatory with subsequent interpretation of the data obtained. It was found that, in all regions of the country, the frequency of girls in secondary school was higher than that of boys. Therefore, instruments and measures must be valued to reduce the percentage difference and it is suggested the implementation of educational policies that encourage the critical and reflective formation of students. It is concluded that the permanence of young people of both sexes in high school, with critical and reflective training, enables them to exercise citizenship, for active participation in society. [ABSTRACT FROM AUTHOR]

Educational leadership theory is a dynamic and multifaceted subject that emerged from enterprise leadership perspectives, but it necessitates alignment with the practical aspects of educational management. To comprehensively grasp the evolution and present research status of this theory, content analysis is employed in this study to systematically analyze and quantify pertinent information. The key findings are as follows: Firstly, empirical research serves as the predominant research method in studying educational leadership theory. Within this field, qualitative and quantitative research methods are employed simultaneously. Moreover, case studies play a crucial role in advancing the development of issues and the construction of theories. Additionally, the distributed leadership theory has gained significant prominence within the realm of educational leadership. Current research methods employed in this theory are still in a stage of maturity, relying primarily on qualitative research to uncover underlying patterns among social phenomena through examination of specific cases. Finally, the primary focus of educational leadership theory lies in studying school managers and teachers. In light of the influence stemming from distributed leadership theory, teacher leadership has garnered increasing attention from scholars and has emerged as a burgeoning area of interest. This study contributes to the field by presenting a comprehensive framework for cognitive educational leadership theory through an extensive content analysis, thereby offering valuable insights into its overall developmental trajectory. These findings provide a macro-level perspective on educational leadership theory, particularly beneficial for subsequent researchers, especially those new to the field, seeking to grasp the broader landscape of this discipline. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Preparation, advance planning and management are very important before doing any work. Educational management is a part of holistic education. In today's era, education management is absolutely necessary to do the job of teaching properly. Educational management refers to the administration of education in which a group mobilizes human and material resources. The purpose of education management is to implement the strategy of education system, structure supervision, planning etc. in a smooth manner. Education is the acquisition of values, beliefs, good habits and positive attitudes through knowledge, understanding, application and skills. Institutions in the education system are government ministries, statutory boards and bodies, schools, colleges and universities etc. Management of education system is mainly implemented through the combined efforts of students, principals, teachers, non-teaching staff, administrative staff, parents., government representatives etc. Management is required at all levels of the educational ecosystem. Management includes planning, organizing, implementing, reviewing, evaluating and integrating the organization. The history of educational management is very old. Notable ancient and present educational institutions in India are Maharishi Bharadwaj Ashram, Maharshi Kanva Munir Ashram, Vasishthar Ashram, Raja Janaka Pratishthan, Vedavyas, Maharshi Sandipani, Mata Sabari, Swami Dayananda, Taxila, Nalanda, Ramakrishna Math and Mission Vichikananda established by him. Rishi Aurobindo Ashram founded by Rabindranath Tagore established Visva Bharati and Sriniketan etc. in Bolpur. Educational management like other branches of management is a textual subject. Gurukul system of education was prevalent in ancient times. Guru and disciple lived together in the ashram. Guru-shishe parampara i.e., Guru-shishe tradition, study, education, reformation and culture flowed among students since time immemorial. Educational management, administration and planning are now separate courses due to the complexity of the social system. This course was first popularized in the United States during World War II. In the 1960s, the U.K. also introduced this course. It was launched very promisingly in India, very late. The course is currently taught in some private universities in various states including Delhi, Punjab. This course also teaches research programs at the National University of Education Planning and Administration (NUEPA). [ABSTRACT FROM AUTHOR]

The article is devoted to the rethinking of modern approaches to the organization of management, which is aimed at a comprehensive solution to the multitude of problems facing higher education. The article proves that the main direction of the university’s efforts should be career guidance management. Single attention is paid to the definition of the essence, place and tools that must it include and use in order to achieve a common goal - to increase the efficiency of the university. In addition, the article includes an expert stakeholder’s analysis of a higher education institution, which were separated into 9 groups and ranked according to the level of priority to work with them. [ABSTRACT FROM AUTHOR]

Background and Objectives: The aim of the research is the pathology of the master's course in the field of educational management of the University of Police Sciences. Methods: In terms of purpose, it is practical, and in terms of the nature of data and the method of implementation, it is qualitative research and theme analysis. The statistical population in this research was all professors and master's students in the field of educational management of Amin University of Law Sciences, 16 of whom were selected as a sample by purposive sampling method, taking into account the condition of theoretical saturation. Data collection was done using a semi-structured interview, whose face validity and reliability were done through re-review by the statistical community. It was organized and inclusive. Findings: The findings of the research show that in the coding that was carried out in 3 stages of open, central and selective coding, there were 62 basic themes, 12 organizing themes and 3 overarching themes (lack of attention to the levels of educational goals, weak education and weak Empowerment), were identified as the harms of education in the master's course in the field of educational management from the perspective of the participants. Conclusion: According to the findings of the research, it can be concluded that all these topics along with the obtained components and indicators are in mutual relation with each other and that education should be at the master's level. [ABSTRACT FROM AUTHOR]

Copyright of Revista Publicando is the property of RPPH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teacher professional commitment is vital for developing school organization, including teacher performance and students’ achievement. Accordingly, this study aims to investigate teachers’ professional commitment through emotional intelligence, psychological capital, and interpersonal communication perspective, along with discovering a novelty in mediating the role of interpersonal communication on the relationship between emotional intelligence and psychological capital with teachers’ professional commitment. The researchers created a Likert scale model questionnaire and shared it with 522 government-employed Indonesian teachers of junior and senior high school determined by accidental sampling from seven provinces. Structural equation modeling supported by correlational, descriptive, and common method bias analyses is used in data analysis. Emotional intelligence, psychological capital, and interpersonal communication were found having a direct influence on teachers’ professional commitment in this study. Furthermore, interpersonal communication has mediated the indirect influence of emotional intelligence and psychological capital on teachers’ professional commitment. It has been established that a novel model of interpersonal communication mediates the impact of emotional intelligence and psychological capital on teachers’ professional commitment. As an implication, teachers’ professional commitment can be increased through improved emotional intelligence, psychological capital, and interpersonal communication. Therefore, the new empirical model can be discussed in-depth and critically before being used and modified by researchers and practitioners in their work in the future.