The study focused on the extent of work culture and learning organization practices in promoting work productivity among public elementary school teachers at the San Francisco District School System, Division of San Pablo City for the School Year 2020-2021. A total of 163 teacherrespondents were used in the study. Frequency percentage, standard deviation, and the mean were used to assess the level of manifestations among variables. In addition, Pearson correlations were employed to identify positive relationships of work culture and learning organization practices to work productivity. Findings revealed work culture was highly observed and learning organization was highly practiced among public elementary school teachers. Similarly, respondents in the San Francisco District show a high level of work productivity in effective teaching and work commitment. Furthermore, there is a moderate relationship between work productivity and work culture (supportive, innovative, and bureaucratic). Finally, there was a moderate to strong association between learning organizational practices and work productivity. The findings implied that work culture and learning organization practices are critical since they directly impact on attracting and maintaining people. The positive work relationships that occur at the workplace represent a positive environment. As a result of its ability to do so, the school can stay ahead of the curve in terms of change and competition, resulting to higher productivity.
The study was conducted to investigate the effectiveness of collaborative inquiry approaches such as problem-based learning and project-based learning on improving the thinking and reasoning skills of students. Furthermore, it aimed to determine the difference in pretest and posttest scores, and correlate the students’ perceived effectiveness on the approaches’ process, implementation and outcomes to the mean posttest scores. Descriptive-comparative research design was used. Sixty Grade 10 students clustered into two groups were selected as respondents in San Pablo City Science Integrated High School during the academic year 2018- 2019. Survey questionnaires and pretest-posttest questions were utilized to obtain the data. Results revealed that there was a significant relationship between the students’ perceived effectiveness of collaborative inquiry approaches and their mean posttest scores in thinking and reasonings skills. However, the results of the pretest and posttest of the students were significantly different. On the other hand, there was no significant difference between the students’ mean posttest scores exposed to problem-based learning and project-based learning. Both learning approaches can co-exist inside the classroom as effective modes of teaching real-world learning and building future-ready skills.
This study aimed to determine the relationship of parent-teacher partnership, collaborative norms in promoting organizational success in a modular distance learning. Specifically, it sought to know the extent of parent-teacher partnership experienced in school as to: parenting, communicating, volunteering, learning at home, decision-making and collaborating with the community. This also found answer to how the respondents perceived the manifestation of collaborative norms in terms of: community, cohesion, communication, camaraderie, commitment, compromise and courage; as well as the perceived level of organizational success as exhibited in the modular distance education as to academic performance, leadership, environmental/cultural, organizational structure, interpersonal and intrapersonal. This study utilized a descriptive correlational study to examine the relationship of parent-teacher partnership, collaborative norms in promoting organizational success in a modular distance learning. In addition, purposive sampling was used to determine the respondents. Results revealed that there was a significant correlation between parent and the teachers’ perception. Furthermore, the parent-teacher partnership was correlated to the organizational success. The null hypothesis, of no a significant difference between the perception of the teachers and parents as to parent-teacher partnership, collaborative norms and organizational success was not sustained. The null hypothesis of no a significant relationship between parent-teacher partnership, collaborative norms in promoting organizational success in a modular distance learning was not supported except on teachers’ perception because there was a significant relationship on parent-teacher partnership.
The study aimed to determine how the learning transfer traits, modes, and challenges during modular distance learning affect the teacher’s professional productivity. Furthermore, this attempted to determine if there is a significant relationship between learning transfer traits, modes, and challenges and that professional productivity as to mentoring, personal leadership, and self-efficacy. Using a descriptive correlational method, it involved 145 teachers from the five big schools in Sariaya West District during the modular distance learning. A survey questionnaire was utilized to know how the learning transfer traits, modes, and challenges affect the professional productivity of the teachers. The results revealed that there is a significant relationship between learning transfer traits, modes, and challenges and that professional productivity as to mentoring, personal leadership, and self-efficacy. It showed that the transfer of learning traits of the respondents is observed as described as to their knowledge, skills, personality, and motivation. The teachers practiced learning transfer modes like overlooks, replicates, integrates, and innovates. The teacher-respondents during the distance learning often experienced challenges as to work environment, modalities, the opportunity to transfer, technical competency, and teacher’s readiness. Teacherrespondents are professionally described as productive in terms of mentoring, personal leadership, and self-efficacy.
In this generation, many factors affect learning particularly in Science. Thus, this study aimed to enhance students’ Science process skills through self-directed learning guide. It also attempted to determine significant difference between the result of pre-assessment and post-assessment tests of students’ performance in the Science process skills test. Using a descriptive-developmental method of research, it involved the 70 purposively selected Accountancy, Business, and Management (ABM) Grade 11 students in San Jose National High School, San Pablo City during the Academic Year 2017- 2018. Survey questionnaire and science process skills test were utilized to gather the data and these were analyzed using frequencies, percent counts, and Spearman’s rho. Results revealed that most of the respondents perceived the attitude in Science as highly positive and they were interested in Science with visual and kinesthetic learning styles. In terms of the perceived level of effectiveness of the self-directed learning guide in Physical Science, learning experience, learning outcome, and userfriendliness, the respondents were all perceived to be very much effective while in effectiveness and efficiency, were perceived to be highly evident. The pre-assessment and post-assessment tests of the students were significantly different which implies that students’ science process skills were improved due to the designed learning guide.
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