https://hdl.handle.net/20.500.12852/34 Courses covered Early Childhood Education Elementary Education Physical Education 2026-04-06T21:37:48Z https://hdl.handle.net/20.500.12852/3678 Stress and stress-coping strategies among evangelical pastors as related to their adversity quotient: Implications to pastoral counseling, training, and development Rendon, Kenneth Jude F. This survey-correlational research aimed to determine the stress and stress-coping strategies among evangelical pastors as related to their adversity quotient, and their implications to pastoral counseling, training, and development. The participants of the study were124 evangelical pastors of International Care Ministry (ICM), who were classified according to sex, civil status, education, income, occupation, and religious affiliation. This study adopted the following data-gathering instruments: Perceived Stress Scale (PSS-10), Brief COPE, and Adversity Quotient Scale. Frequency counts, percentage analyses, means, ranks, and standard deviations were used in the descriptive data analysis; the t-test for independent samples, and Pearson’s r, were used to analyze the inferential data. Results revealed moderate levels of stress among the participants as a whole, and when classified according to sex, civil status, education, income, occupation, and religious affiliation. The most frequently used adaptive coping strategies were problem-focused approach, emotion focused, and avoidant focused; ranked accordingly in that order. No significant differences existed in the participants’ level of stress, as well as, in stress-coping strategies when classified according to sex, civil status, education, income, and religious affiliation. However, significant differences existed among the participants classified according to occupation. On the other hand, no significant differences existed in the adversity quotients among the participants classified according to sex, civil status, education, income, occupation, and religious affiliation. A moderate positive correlation existed between coping strategies and adversity quotients, indicating that effective coping strategies improves resilience. A nonsignificant correlation existed between stress level and adversity quotient, which seems to indicate that resilience is more dependent on coping than on the intensity of stress. The study recommends that customized pastoral care programs be given to pastors to help them manage stress and improve resilience by adapting coping strategies. Abstract only 2024-12-01T00:00:00Z https://hdl.handle.net/20.500.12852/3673 Teachers' implementation of guidance and counseling roles: Knowledge, attitude, and practices Callao, Estela L. The study conducted in the northern part of Palawan focused on assessing the knowledge, attitude, and practice of homeroom teachers regarding their guidance roles. The research methodology employed a descriptive-correlational design to explore these aspects. A total of 146 homeroom teachers participated as respondents. In terms of data analysis, descriptive statistics such as frequency count and percentage were utilized. For inferential analysis, the Chi-square test, along with phi and gamma values, was applied. These statistical methods were used to identify relationships and associations between different variables. The significance level for the statistical tests was set at 0.05. The findings in the relationship between knowledge and attitude stated that homeroom teachers with fair to good knowledge have a favorable attitude, while those with very good knowledge exhibit a very favorable attitude toward their guidance role. Next, the relationship between attitude and practice revealed that homeroom teachers with fair to good knowledge tend to have very good practice of their roles, while those with very good knowledge exhibit excellent practice. Then, the relationship between knowledge and practice showed that homeroom teachers with fair to good knowledge tend to have very good practice in their roles, while those with very good knowledge exhibit excellent practice. The data analysis did not reveal a significant relationship between teachers' knowledge of their guidance role and their attitude toward it, nor between their knowledge and practice. However, there is a significant relationship between the teachers' attitude toward their guidance role and their actual practice of it. In summary, the study suggests that while there might not be a direct correlation between knowledge and attitude, knowledge and practice, a strong positive attitude among homeroom teachers toward their guidance role significantly influences their effective practice of it. Abstract only 2023-12-01T00:00:00Z https://hdl.handle.net/20.500.12852/3618 Development of instructional videos on fundamental movement skills: Supplementary materials for special education Alavata, Candelaria E. The primary purpose of this study was to develop an instructional video on fundamental movement skills as a supplementary resource for special education teachers. This video aimed to assist special education teachers in effectively teaching fundamental movement skills to children with special needs. The study utilized a developmental research design that employed an Input-Process-Output (IPO) model as its research design. The participants in this study included licensed physical education teachers and special education teachers. A total of five individuals were purposively selected for in-depth interviews: two Licensed Professional Teachers in Physical Education and three Licensed Special Education Teachers. These interviews aimed to explore the experiences of physical education and special education teachers in teaching fundamental movement skills to children with special needs. The data collected from the interviews was analyzed to identify key themes and insights related to the challenges and strategies involved in teaching Fundamental Movement Skills to children with special needs. This analysis informed the subsequent stages of the study, such as the selection of appropriate instructional strategies and the development of the instructional video. The findings of this study will likely provide valuable insights into the challenges and best practices for teaching fundamental movement skills to children with special needs. Likewise, the result of the study was used as basis in the development of an instructional video. The video will serve as a valuable resource for special education teachers, providing them with practical guidance and support in implementing effective fundamental movement skills instruction. This study demonstrates the potential of the IPO model as a framework for developing effective instructional materials for special education. Full text available 2025-05-01T00:00:00Z https://hdl.handle.net/20.500.12852/3612 Baseline assessment of Grade 2 learners with special needs in public school Solo, Heinz C.; Reales, Aira Mae V.; Velez, April Joy M.; Verdeflor, Glory Fe May V. This study, employing a case study design, conducted a baseline assessment of six Grade 2 learners with special needs in a public school to identify signs of developmental delays, conduct disorders, or learning problems. Referred by their general education teacher with parental consent, the learners were assessed in reading (letter identification, phonemic awareness, decoding, fluency, and comprehension), writing (spelling and simple sentence construction), and mathematics (early numeracy, number sense, and calculations). While teachers and parents were asked to complete Hannell's checklists, only teachers responded, noting the Conduct Disorder checklist's inapplicability due to the learners' behavioral issues stemming from lesson difficulties. Using CDC developmental milestones (6-8 years) as a guide, the teacher found no signs of developmental delays. Assessment materials were adapted from the Phil-IRI Passage, Fry’s Sight Words, K-5 Learning, and Twinkl. Results showed no developmental delays (based on CDC milestones) or conduct disorders (based on teacher observation and lack of Conduct Disorder checklist use). Undesirable behaviors were attributed to difficulties with lessons. However, all learners showed signs of learning problems in reading, writing, and math, highlighting the need for targeted interventions across all three areas. To support struggling Grade 2 learners, teachers should provide remedial instruction, participate in targeted training to develop specialized skills, create individualized education plans (IEPs) focusing on specific learning weaknesses, and engage in one-on-one discussions to customize teaching strategies and provide direct intervention. Abstract only 2025-02-01T00:00:00Z