Journal of Education and Culture (JEaC)

CHALLENGES AND ADJUSTMENTS OF HIGH SCHOOL TEACHER-MOTHERS MANAGING YOUNG CHILDREN WHILE WORKING FROM HOME

Kimberly Rivera — Thu, 31 Oct 2024 00:00:00 +0000

The COVID-19 pandemic brought great changes to teaching practices, particularly for secondary school teacher-mothers balancing online instruction and childcare. This study explores the lived experiences of teacher-mothers in the Philippines during the pandemic, denoting the challenges of managing their dual roles. The central focus is on how these women coped with the tension between professional duties and motherhood, especially when both roles demand attention simultaneously. Using narrative analysis of interviews with 16 teacher-mothers of young children, the research identifies four key themes: professional and parental challenges, coping strategies, personal well-being, and the need for support. These themes reveal the complexity of their experiences, including the emotional and logistical strain of fulfilling both roles during a crisis. The study’s findings suggest that policymakers and educational institutions must prioritize the well-being of teacher-mothers by implementing supportive measures such as reasonable work arrangements and access to childcare. While limited to one Philippine province, this research offers critical insights into the unique pressures faced by teacher-mothers and notes the importance of addressing their needs for a more equitable educational system. Future research should investigate the long-term effects of the pandemic on teacher-mothers and evaluate the effectiveness of support systems introduced during this time.

CARING EXPERIENCES OF NURSES AND ELDERLY HEMODIALYSIS PATIENTS : BASIS FOR MODULAR DEVELOPMENT ON PATIENT’S CARE AND EDUCATION

Maria Caroline L. Santos, Nemia D. Calimbas, Ronnell D. dela Rosa — Thu, 31 Oct 2024 00:00:00 +0000

This phenomenological research study unveiled the meaning of caring experience between the nurse and elderly patient in the hemodialysis treatment setting using Schoenhofer's research-as-praxis methodological process. Using this method, the researchers conducted a dialogue that involved the presence of both participants at the same time to explore on: (1) the experiences of both nurse and elderly hemodialysis patients while undergoing hemodialysis treatment; and (2) how the concerns of elderly HD patients being addressed. Data from the twelve (12) participants were analyzed using QDA Miner Lite, and thematic three-phase analysis was done. The experiences of elderly HD patients were thematically described as care in reminders and restrictions, center as community of support, importance of family care and support, and multifaceted approach to dialysis treatment. Likewise, the experiences of nurses were described as they care for their HD patients, such as heart as the core of care, exhausted but fulfilled, and patience in communicating with patients and relatives. From the explored experiences of both nurse- and patient-participants, four (4) themes were created that answered the concerns of elderly HD patients and these include: resistance and forgetfulness require collaborative and consistent support, financial cost of dialysis is a challenge, patients find comfort in the center’s community to combat fear and loneliness, and living up to patient’s confidence is a continuous challenge. Though findings revealed that elderly HD patients require constant reminder in restricting fluid and dietary intake, they still find nurse’s behavior as a genuine manifestation of care and discipline. Nurses, on the other hand, are aware that elderly HD patients are becoming resistant and forgetful, thus, they require more attention and special care. It can be concluded that the caring relationship that is built between the nurse- and patient-participants is comparable to that of a family. The researchers recommend collaborative efforts between the college and hemodialysis centers/institutions for the conceptualization of various programs that could help the hemodialysis patients such as: creation of modules, infographic materials like comics and leaflets, to basically explain the importance of adhering to treatment and fluid restriction and depict real-life scenarios in a hemodialysis setting. Likewise, a video collection of interviews of various HD patients on their real-life experiences as they share their own treatment journey, and spiritual and mental health programs thru seminars and talks, to motivate and further boost patient’s morale and spirit.

FACULTY MEMBERS’ TECHNOLOGICAL PROFICIENCY, SUPPORT AND OBSTACLES

Thu, 31 Oct 2024 00:00:00 +0000

The advent of flexible online learning because of the pandemic has challenged Higher Education Institutions to think of innovative, creative, and effective ways to deliver lessons online. Video-based learning modules have become necessary for faculty members to deliver their online classes. With this, the researchers assessed the technological proficiency, support, and obstacles of the Department of Arts and Sciences (DOAS) faculty in producing these instructional videos. Through a survey administered among the participants from different subject clusters of the department, findings showed that most respondents are proficient in operating a camera and can execute various camera shots, angles, and movements. However, they are not well-versed in the concept of camera exposure which could improve footage quality. Respondents are also proficient in editing their instructional videos by adding music, voice-over, texts, and sound effects.

There is little training experienced in making instructional videos as respondents claimed, although they have access to technology which allows them to create such videos. Respondents are divided in receiving further training; some expressed a positive attitude towards it while the others saw obstacles such as the availability of gadgets and software, time amidst their full-time work, and being new to concepts on videography. Researchers recommended a video-based learning module that allows for flexible learning among the faculty members to further improve instructional videos given the constraints expressed.

BACK TO SCHOOL: STUDENTS’ WILLINGNESS TO ATTEND FACE-TO-FACE CLASSES IN THE NEW NORMAL EDUCATION SYSTEM

Reynaldo G. Barata, Ed.D. — Thu, 31 Oct 2024 00:00:00 +0000

This research sought to find the level of students' willingness to attend face-to-face classes in the new normal education system. The respondents of this study were 1,551 students of BPSU during the academic year 2021-2022. This study is quantitative research; thus, it uses a descriptive method of research design and fact-finding inquiry to assess and explain the relationship between the respondents' profiles and their willingness to attend face-to-face classes. Since this study was conducted during the pandemic, the researcher used Google Forms to gather data. The results of this study showed that students are much more willing to attend face-to-face classes in the new normal education system. There is a significant relationship between respondents' profiles in terms of COVID-19 vaccination, health comorbidities, experience in online classes, self-test anxiety, and their willingness to attend face-to-face classes in the new normal education system.

Academic leaders would do well to understand student decisions, and their humanistic learnings must be judged concerning students' possession of the interests and beliefs that the respective academics in new normal environments seek to reinforce and reward at the time students enter face-to-face classes in the new normal education system.

MENTAL HEALTH STATUS OF BPSU STUDENTS: BASIS FOR ENHANCED MENTAL HEALTH SERVICES

Thu, 31 Oct 2024 00:00:00 +0000

This study employed an explanatory sequential mixed method design to investigate the mental health status of students at Bataan Peninsula State University Philippines, focusing on the emotional, cognitive, social, and meaning and purpose dimensions. Additionally, an evaluation of the university's current mental health program was conducted to identify its shortcomings and potential areas for enhancement. Utilizing a standardized and validated questionnaire alongside a focused group discussion, the findings indicate that a majority of students exhibit a high level of positive mental health. Overall, students rated the performance of the Guidance and Counseling Services in implementing their Mental Health Program as satisfactory in meeting their expectations. The highest mean rating was attributed to the promotion of positive mental health, whereas the lowest was related to the effective development, coordination, and administration of the Mental Health Program. Furthermore, significant associations were found between students' profiles—such as sex, birth order, number of siblings, parent's income, and program—and their mental health status concerning the meaning and purpose dimension. Additionally, classifications based on student status, year level, and disability were significantly linked to overall mental health. These associations were consistent across all mental health areas: emotional, cognitive, social, and meaning and purpose. However, when analyzing overall mental health mean ratings by age, gender, religion, address classification, parents’ marital status, and campus, no substantial differences were observed, indicating that no significant relationships can be inferred.

ENHANCING TEACHER SELF-EFFICACY IN SEL: INSIGHTS FROM A SCOPING REVIEW

Ruth E. Ignacio — Thu, 31 Oct 2024 00:00:00 +0000

This scoping review explores the individual and contextual factors that enable teacher self-efficacy for implementing social and emotional learning (SEL) programs in K-12 classrooms. Guided by Bandura's social cognitive theory, the review synthesizes evidence from 10 studies published between 2009 and 2023. Key themes emerged related to professional development and training, teacher characteristics and experience, school climate and leadership support, comfort with SEL practices, teacher-student relationships, SEL competencies and beliefs, and the influence of socio-cultural factors. The findings are organized into a proposed framework categorizing enablers of teacher self-efficacy into personal factors (e.g., social-emotional competence), behavioral factors (e.g., modeling SEL skills), and environmental factors (e.g., access to resources). The review highlights the multidimensional nature of teacher self-efficacy in SEL contexts and suggests that a comprehensive approach addressing multiple levels of influence is needed to create enabling environments. Implications for practice include providing high-quality training, fostering supportive school climates, and investing in teachers' personal development. Limitations and future research directions are discussed.