This qualitative research study looked into principals' leadership practices during the COVID-19 pandemic. It enlisted the participation of five school principals using convenient sampling based on inclusion criteria. To collect data, a semi-structured written interview based on Hersey and Blanchard's Situational leadership theory was used. To display the narratives, the data were transcribed, examined, compared, and carefully categorized into several themes. The findings reveal that school principals employed: 1. Strengths-based Practices; 2. Values-based Practices; and 3. Needs-based Practices. The findings of this study highlighted the need of applying situational leadership practices to strengthen principals' instructional and administrative duties, particularly during times of global crises.
The aim of this study is to describe the experience of Higher Education Institution (HEI) faculty members on transactional distance in the context of a flexible educational landscape during the COVID-19 pandemic. The data gathered from eight (8) participants who have been teaching in a state college since the start of the pandemic. A common meaning of distance emerged from the analysis and was revealed through three different aspects wherein the variables of the Transactional Distance Theory (TDT) are concerned predominantly: i. dialogue (difficulty in communication and interaction), ii. structure (issues on participation due to intermittent internet connectivity), and iii. learner autonomy (poor performance in assessment results). These variables in TDT prompted the exemplification of cybergogy and heutagogy in a flexible educational landscape from the descriptions of teachers. Responding to the sense of distance, teaching reflected upon the opportunity in sharing current practice to foster flexibility while employing a learning management system to accommodate learner needs. The findings were discussed and interpreted as an embodied experience originating from the passage of transactional distance continually affecting faculty members’ life fundamental transition to a changed pedagogical space that is reflected in their experience of teaching amidst the constraints brought by the pandemic.
This phenomenological research aimed to explore single blessedness as a lived experience in lay institutes of the Roman Catholics. An interview was used as the primary tool for extracting the meaning of single blessedness among laywomen. There were twelve (12) cases selected to undergo data saturation for emerging themes and categories. Findings revealed two categories of single blessedness—to serve God and serve the family. Having the desire to serve God and the community, especially the poorest of the poor, the unmarried female members in Roman Catholic lay institutes had shown their charity through opportunities to be with the needy, have prayerful reflection and discernment, and offer their God-given talents to others. Their experience of reluctance to respond to this vertical call led to uneasiness and incompleteness. Meanwhile, another cohort of women found blessedness as a choice to selflessly serve their family while enjoying independence and autonomy. This was described as a traversal free from worries and other responsibilities and full of filial love from friends and family members. Staying single for the rest of their lives, these women described daily life as prayerful and charitable or chaste and pure in words and deeds with a strong and decisive commitment to work for their families and the poor. Nevertheless, these women, in blessed singleness, nourished themselves as well as prayers, positive relationships with themselves and others, their families, and most especially God.
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