Repository logo
Davao del Sur State CollegeDSSCInstitutional Repository
 

Master's Theses

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

Browse

Filters

20253

Settings

Subject: search.filters.lcsh.School managementSDG: search.filters.sdg.SDG 4 - Quality education

Search Results

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    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.
  • Thumbnail Image
    Item
    Assessing school success through the 2020 global education framework
    Salasain, Lyca Fea P. (Davao del Sur State College, 2025-06)
    In light of the OECD's "A Framework to Guiding and Education Response to the COVID-19 Pandemic of 2020", this research aims to investigate various stakeholders' views on academic achievement. A mixed-method research design was adapted from Ivankova and Creswell (2009) and in quantitative data used mean and standard deviation to know the level of school success. The results showed that school heads, teachers' leagues, SPTA officers, and SPG officers achieved a very level of success in 2020 Global Education in terms of the following areas: technical infrastructure availability; student emotional health; finding a balance between screen-free and digital activities; parental support for learning at home; effective communication with parents to coordinate learning-based curricula; and teachers' ability or willingness to adapt to situational changes. The themes that emerged were the following: mental awareness, technology, and instructional aid devices, curriculum assessment, and community engagement for the school heads. Themes on adaptive teachers and community collaboration, technology, managing technology, digital expertise, curriculum development and evaluation and assessment, and community involvement for the teachers. Physical resources, technology and parents' intervention, lesson planning and teachers' professional growth, assessment results, full support from parents to learners for the SPTA Officers and sustainable learning resources, safe physical learning environment, parental involvement, and students' engagement, reading assessment results and support system for the SPGs Officers.