Regie Bangoy

This study explores the evolving landscape of educational leadership and management in East Asia, examining key leadership styles, policies, and challenges that shape school effectiveness. Using a systematic review of literature, the research identifies dominant leadership frameworks—including transformational, instructional, and distributed leadership—and evaluates their impact on teacher collaboration, student outcomes, and overall school performance. Additionally, the study investigates the cultural, political, and economic influences that define leadership practices in East Asian educational systems. Findings reveal that hierarchical structures, accountability measures, and performance-driven approaches remain central to leadership models in the region. However, there is a growing emphasis on collaborative, student-centered, and technology-driven leadership strategies, particularly in response to educational reforms and digital transformation initiatives. The study also highlights the challenges of balancing policy compliance with leadership autonomy, addressing teacher professional development, and fostering innovation in traditionally structured education systems. This research provides valuable insights for policymakers, school administrators, and educators, offering practical implications for leadership training, policy design, and school management. By understanding the complexities of educational leadership in East Asia, stakeholders can develop more adaptive, inclusive, and effective leadership approaches to enhance educational quality and student success in the region.

When the face-to-face engagement was suspended due to the Coronavirus Disease-19 (COVID-19) pandemic, it paved the way for the utilization of flexible learning in higher education and one of its forms is modular distance learning modality. The key purpose of this study is to discover the challenges and the coping mechanisms of the students of West Visayas State University-Himamaylan City Campus in the modular distance learning modality as well as to develop possible curriculum enhancement plan. These challenges and coping mechanisms were gathered through the qualitative-phenomenological approach by conducting in-depth interviews with the nine participants who were selected using purposive sampling, specifically the criterion sampling method. Thematic analysis was used to analyze the data. The main challenges that emerged were the struggles to understand the modules, complications in managing time, obstacles in retrieving and submitting modules, enduring uncomfortable places to learn, and lacking the technology to support new normal education. To cope with the said challenges, the students are motivating themselves to survive, learning collaboratively, setting up schedules to manage time effectively, taking a break after stressful days, and likewise praying to conquer difficulties. Considering the result of the study, it is recommended for the university to review its learning continuity plan. The CHED may increase the number of beneficiaries for the TES to address the financial aspects of the students for them to focus with their studies. Thus, curriculum enhancement plan was developed to address the challenges and improve the learning experiences of the students.

Students' creativity is one of the main skills that the K to 12 curriculums wanted to improve when the Revised Blooms Taxonomy was adopted. The main purpose of this study is to improve the students' creativity skills in recycling using the practical work approach. This action research was conducted in Tabugon Elementary School of the Schools Division Office of Kabankalan City utilizing 32 students in the school year 2019-2020, where 16 students served as the experimental group, and the other 16 students served as the controlled group. The method employed in this study was one group pre-test and post-test type of quasi-experimental design using the result of scoring rubrics and statistical tools and to find out the level of creativity skills of the pupils in recycling, practical work approach was integrated with the lesson as a strategy for three weeks. It was found that before that intervention was introduced, students had an ordinary or routine level of creativity skills in recycling and were very creative in their level of creativity skills after the intervention was introduced. It was interesting to note that there was a significant difference in the level of creativity skills before and after the intervention of the practical work approach, which means the intervention is effective in helping students become creative. It is recommended that not only the science teachers could use the practical work approach but other subjects that require students to produce their products and become innovative.

Coronavirus Disease-19 (COVID-19) pandemic greatly affected the education system and led West Visayas State University-Himamaylan City Campus to modular distance learning. The purpose of this study is to find out the challenges of elementary-pre-service teachers in the use of modular distance learning modality. It employed a qualitative-phenomenological approach deemed most applicable in discovering students' lived experiences in modular distance learning modality amidst the pandemic. The participants of the study were the ten (10) Bachelor of Elementary Education (BEEd) students on the Campus. Two semi-structured interviews were conducted using an interview guide was used in this study. The trustworthiness of the data collected was established through triangulation and member checking. It was discovered that students have difficulty understanding the modules, trouble connecting to the internet, complications in managing time, obstacles in retrieving and submitting the modules, and endure uncomfortable learning places. Considering that face-to-face mode is slowly returning to normal, it is recommended that teachers teach students how to work collaboratively with their peers and manage their time efficiently.

Reading comprehension is a skill that can aid pupils in grasping the meaning of a text or gaining new insights from it. This study investigated the influence of multiple variables on reading comprehension and identified the key factors that contribute to reading comprehension. It utilized the descriptive-correlational method to describe the relationship between multiple independent variables and reading comprehension. It was conducted in one of the elementary schools in Himamaylan City during the school year 2022-2023, utilizing 50 Grade 6 students who were selected using total enumeration. The researcher utilized the Philippine Informal Reading Inventory to determine students’ reading comprehension and standardized instruments in measuring various variables in reading. It was revealed that out of the ten variables considered, it was reading fluency (t=-2.197, p=0.034), nonsense word fluency (t=-2.018, p=0.050), phonological awareness (t=2.923, p=0.006) and phonemic awareness (t=-2.809, p=0.08) were found significantly related to the reading comprehension of the students. These four variables are the key factors that impact reading comprehension and help them better build an understanding of the text. Using multiple regression analysis, it was found that reading fluency, nonsense word fluency, phonological awareness, and phonemic awareness are the influential variables in the students’ reading comprehension indicating the essence of primary language development. Moreover, phonological awareness is significant in developing the student's reading comprehension. It is recommended that the development of reading comprehension in the primary grades be given a focus through proper intervention.

Introduction: When Coronavirus Disease (COVID-19) pandemic was declared, West Visayas State University-Himamaylan City Campus opted to adopt flexible learning to continue the learning of tertiary education students at home by using Modular Distance Learning to accommodate students living in far-flung areas without internet access. This study aimed to discover the Bachelor of Elementary Education (BEEd) students' coping strategies and insights into using modular distance learning modality. Theoretical framework: This qualitative study is anchored on constructionism. The fundamental assumption of constructionism that reality is constructed which means reality is not an ontologically objective, given reality. Human invents models, concepts, and schemes to better understand or make sense with the experience and continually test and modify these constructed reality with the new experience. Humans do not construct interpretation separately, but with careful consideration of the shared practices and understanding. Methodology: Data were gathered using the qualitative phenomenological approach by conducting two semi-structured interviews with ten (10) Bachelor of Elementary Education (BEEd) university students. Participants were selected using the purposive sampling method, specifically the criterion sampling method. Thematic Analysis was done using NVIVO to analyze the data collected. Results and discussion: It was discovered that students built various coping strategies like motivating themselves to survive, taking a break after stressful days, praying to conquer difficulties, trusting God`s plan, setting up schedules to manage time effectively, and collaborating with friends and classmates to understand the complex lesson better. Appreciating the value and elements of traditional learning and realizing that everything they do is for the love is self, dreams, and family are two important insights for the students. Conclusion: Teachers may foster an environment that promotes self-motivation among students. Students may recognize their strengths, set goals, find intrinsic motivation, and develop a positive mindset to succeed academically. The school may organize activities to further enhance the spirit of collaboration, perseverance, and resilience among students.