Master's Theses
Permanent URI for this collectionhttps://hdl.handle.net/20.500.14578/4
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Item Experiences of teachers engaging in research activitiesBlanco, Maria Rhodalyn P. (Davao del Sur State College, 2025-02)This qualitative phenomenological study aims to tell the story of ten (10) educators' research experiences and practices with the goal of bettering the teaching-learning process through research. The study seeks to uncover the lived experiences, coping mechanisms, and insights of public school teachers through semi-structured interviews and thematic analysis. It is centered around the researcher's focus on teacher-researchers and how they apply research in their teaching-learning process. The underlying topics for study question number one which defined the teachers' lived experiences were as follows: research struggles and research impact, financial constraints, time constraints, difficulties in data gathering and implications in actual classroom. For research question number two, emphasized the coping strategies adopted by teacher-researchers in addressing the challenges they have encountered, despite the hurdles, they were able to efficiently improve their pupils' learning experiences. The following were the underlying themes for research question number two: Employing adaptive strategies and embodying resilient qualities with the subtheme of: Time management, asking support, proactivity, resourcefulness, patience, and persistence. Finally, research question number three discusses teachers' insights. These were the major themes that arise in the process of the results: Exploration and Growth and Mindfulness and Perseverance with the subthemes of: curiosity and effort, professional development, process familiarity, optimism, dedication and cognizance. Educational institutions may offer personalized training programs to meet the specific demands of research education, support pedagogical flexibility by providing teachers with a variety of research methodologies and involve to professional growth by enrolling themselves to research schools and universities.Item Team synergy and workplace agility of teachersAragona, Lelaine P. (Davao del Sur State College, 2025-03)This study was participated by secondary public schools' teachers in the Municipality of Bansalan. The relationship between demographic profile and team synergy of teachers obtained a very weak positive linear relationship, thus there is a significant relationship between the variables. The relationship between demographic profile and work agility of teachers and the relationship between team synergy and workforce agility of teachers has obtained a very positive linear relationship thus there is a significant relationship between the variables. The model was generated using the stepwise method of multiple regression analysis. There was no significant correlation between the level of team synergy and workforce agility of teachers which means that the engagement in school programs and activities can help improve school performance. As a result of negative association, school performance declined even if administrative performance rose, making this outcome feasible. For the most part, team synergy and workforce agility, this study found a negative correlation between the teachers 'demographic profile of the school as a whole. Weak performance in indicators means that the academic performance of the learners must be the prime priority. It was recommended that the school administrators may sustain the excellent school performance by sustaining teachers' support by providing more School Improvement plan (SIP) to have Outstanding rating in the Individual Performance Commitment (IPCR) ratings and may institute a program to support educators' emotional and psychological aspects while maintaining cordial connections with community members by strengthening the programs of the Human Resource Department. The school heads may foster and promote team synergy and workforce learning agility in schools. PTA and BLGU at the school may do their part to boost morale among faculty, parents, and other community members in order to sustainably increase the beneficial effect of student achievement.Item Assessment of teachers' stress factors and adaptive coping strategies in Central Elementary SchoolsBacamante, Ires M. (Davao del Sur State College, 2025-01)The major goal of this research was to assess the stress factors and coping mechanisms of teachers in central elementary schools for the school year 2023-2024. The findings revealed that the level of stress among teachers in central schools in terms of the following indicator variables of pupils' behavior, teacher's workload, time resources, interpersonal relationship, recognition and well-being was moderate, this means that the level of stress was sometimes manifested by the teachers. The relationship between the level of stress and the adaptive coping strategies of teachers in central schools using Pearson Moment Product Correlation Coefficient. The statistical analysis indicates that stress level is significantly related to adaptive coping strategies of teachers. Majority of the teachers are females, aged 36 to 45 years old, married, with Teacher III designation and handle large number of pupils in the classroom. The level of stress among teachers in central schools in terms of pupils' behavior and teacher's workload is high which moderate in terms of time resources, interpersonal relationship, recognition and well-being. Central schoolteachers highly utilized approach coping strategies in coping with stresses they encountered. It was recommended that the school heads in the Digos City Division may provide technical assistance on enhancing stress resiliency in every teaching-learning process as they relate to the manifestations of the new strategies and pedagogical techniques of teaching. The central schoolteachers may teach co-teachers how to implement the pedagogical method in the workplace while reducing stress and developing adaptive coping strategies. Individual schools may continue to prioritize the mental health of every teacher. In addition, stress information advocacy workshops may be included in the priority improvement areas as it is included in the School Improvement Plan.Item Leadership complexities of school heads in multigrade educationBojos, Windel M. (Davao del Sur State College, 2025-05)This study explored the experiences of multigrade school heads on the dilemmas of their responsibilities of managing teaching and administration despite being burdened of inadequate staffing and resources was examined in this paper. Phenomelogical qualitative approach was utilized in this study with the eight-multigrade school leaders of Sulop, Davao del Sur as participants, who were attending to a class at the same time managing multigrade, and data from interviews were transcribed, coded and analyzed; treated with thematic analysis while ensuring confidentiality. The major themes identified were: thriving through innovation, resilience, and effective management, as focus to the challenges experienced by multigrade school heads in multigrade education balance their dual responsibilities to ensure learning and school improvement; strategies of multigrade school heads implied in multigrade education addressing the challenges experienced emphasizing adaptability, support, and managing diverse needs while integrating curricula; and the need for well-designed policies, support, and collaboration to strengthen multigrade education. The research highlighted major challenges experienced face by the school heads, including scarce resources, inadequate training and a failure to provide clear policy support. It suggested strengthening incentives for teachers, offering professional development, better policy enforcement, increasing community relations, adequate learning materials, and more advocacy for school heads in multigrade education.Item Navigating the unknown:Borlaza, Melanie G. (Davao del Sur State College, 2025-06)This study investigated the lived experiences and perceptions of elementary school teachers regarding leadership rotation in public schools. Utilizing a qualitative phenomenological research design, the study engaged ten elementary school teachers from the Division of Digos City. Data gathered through in-depth interviews revealed three essential themes on teachers' experiences on leadership rotation: instructional and policy changes, professional and emotional responses, and job stability and growth. In terms of coping mechanisms to ensure professional competencies under changing leadership, the themes identified were ensuring teaching stability, adapting to leadership transitions, and building peer support systems. Furthermore, teachers' insights regarding the effects of leadership rotation on school management highlighted three key themes: strengthening school culture through leadership stability, mitigating negative effects of leadership rotation, and adapting teaching practices to leadership changes. The findings emphasize the complexities and adaptive strategies teachers employ in response to leadership transitions. It is recommended that education stakeholders develop structured support programs to help teachers maintain professional stability and instructional quality during leadership rotations.Item Workload stress and perception on the work performance of DepEd elementary school teachersBeit, Aileen (Davao del Sur State College, 2025-06)Excessive workload pressure negatively affects teacher efficacy, work satisfaction, and performance, which are global, national, and local problems. This study sought to determine teacher work performance differences when analyzed according to demographics. Descriptive-correlational method was utilized with a total of 270 respondents. Both adopted and customized survey questionnaires were used to the public elementary school teachers of Digos City Division. Finding revealed that most elementary school teachers are female, aged from 44 to 50 years old, with six to eight workloads, their workload stress is average but has a strong perception of workload. Also, elementary school teachers have shown a high level of work performance in terms of task performance, contextual performance, adaptive performance, and productive work behavior. Moreover, it was found that there was a significant difference in teachers' work performance when analyzed according to workload, but not on age and sex. The work performance of elementary school teachers is not related to their workload stress but has a significant relationship to workload perception. Among the predetermined variables, only workload perception significantly predicts the work performance of elementary school teachers. Lastly, school administrators can analyze teacher workload and provide training on managing it which can help teachers prioritize tasks, reduce stress, and achieve work-life balance.