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Master's Theses

Permanent URI for this collectionhttps://hdl.handle.net/20.500.14578/4

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Subject: search.filters.lcsh.Effective teacherSDG: search.filters.sdg.SDG 4 - Quality education

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    Team synergy and workplace agility of teachers
    Aragona, 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.
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    Leadership complexities of school heads in multigrade education
    Bojos, 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.